Social representations in speech of “inclusion” of students with visual impairment

Abstract

Since the proposal for an Inclusive Education, regulated in Salamanca Statement (1994), as part of the
conduct of an “Education for All”, the school has been facing barriers to make it a reality. The inclusion of
students with Visual Impairment in regular classes, our focus of study, has peculiarities we intend to explore
in this paper, at the speech of a Professor of Elementary Education Geography II (6th to 9th grade), with the
contribution of the Theory of Social Representation from Moscovici and Jodelet. We categorized six central nuclei and we have identified some of their anchors, which allowed us to analyze and discuss the tacit
discourse that has not only provided the non-inclusion, but corroborated the exclusion. Analyses and
discussions like these become valuable tools in the formation and transformation of a teaching mindset to
a society, in fact, inclusive.