Associações entre crenças de autoeficácia e estratégias inclusivas adotadas por professores universitários

Abstract

Based on the observation of the expressive growth in the entry of Public Student In Special Education Target in Institutions of Higher Education that has occurred in recent years, the present study investigates the self-efficacy beliefs of professors who receive these students. The self-efficacy beliefs influence human behavior regarding the execution of achieving results tasks. This work begins with a brief look at the professor´s education and the moment of inclusion in Higher Education, and follows with an explanation about social cognitive theory, which provides theoretical elements for the understanding of self-efficacy. From this perspective, a private institution of Higher Education was elected in the interior of São Paulo state, nine professors who were teaching classes for people with disabilities were invited. For the data collection, three focal group meetings were conducted, and the qualitative analysis was chosen. Two categories of analysis were created for the procedure of data analysis. The first category, Potentialities and adversities in inclusion brought evidence that the challenges faced in inclusion mentioned were the lack of preparation and the lack of theoretical knowledge about the characteristics of the deficiencies as well as adequate teaching strategies for this public. Still on the topic of the adversities faced, they emphasized the need for integration between the administrative and pedagogical sectors of the institution of Higher Education. It should also be pointed out that even though they presented difficulties in inclusion, professors were keen to affirm that they constantly seek complementary training and pedagogical resources that not only ensure the learning and permanence of students with disabilities in Higher Education, but also to enable them to enter the job market. The second category Self-efficacy and Inclusive Actions enable to verify that the professors bring elements in their verbalizations which indicates that there is an association between inclusive practices and self-efficacy. They mention situations that show that both vicarious experiences, and personal experience in classroom situations as well as the feedback they receive from peers, superiors and the students themselves, act as sources of formation of the beliefs of self-efficacy. New studies are indicated so that the understanding about the impacts of self-efficacy on the teaching action are better dimensioned and because of this, successful practices in inclusive education can be enabled.