ÁVILA, C. F.; TACHIBANA, M.; VAISBERG, T. M. J. Which is the place of the student with deficiency? The collective imaginary of teachers regarding school inclusion. Revista Paideia, Ribeirão Preto, v. 18, n. 39, p. 155-164, 2008.
Available on: https://doi.org/10.1590/S0103-863X2008000100014
Abstract: This study aimed to make a psychoanalytic investigation of the collective imaginary of Higher Education Professors regarding school inclusion. A group interview was carried out with 12 faculty members of Language and Pedagogy Programs for the collective imaginary approach. For that, the Thematic Drawing-and-Story Procedure [D-E (T)]was used as mediator-dialogical resource. Each professor individually produced drawings and stories on the theme “inclusion student”. Through this clinical material, analyzed through the psychoanalytic method, four unconscious psychological fields were collected: “his mother’s boy”, “(un)capacities”, “where’s Wally?” and “the pain and the pleasure”. In this set, such fields indicated that school inclusion is experienced with anxiety by professors, whose collective imaginary conceives that the student with a deficiency must be cared for by his(er) mother. Thus, it is understood that school inclusion demands, in addition to technical information, space to care for the emotional aspect of these professionals.