Resumo:
This dissertation deals with the attitudes of otherness of the professor in his pedagogical practice in the context of inclusion of students with disabilities as a possibility of the change needed to recover the human perception and ethics which give meaning to the educational act. The concept of otherness is used based on the ethical perspective in Emmanuel Lévinas, which prioritizes the meaning of the human and visualizes the possibility of a relation of equality between the Same and the Other. The pedagogical notion of otherness refers to the face to face encounter with the Other student as an element which is at the base of the whole educational experience and which consists in transforming the traditional objectifying look into a new sensitive look from which follow attitudes of responsibility, affection and welcoming of this Other into the whole educational process. Initially we present a historical panorama of the difficulties of including people with disabilities in our society, the complexity of the pedagogical treatment of diversity and the importance of welcoming people with disabilities into the classroom context. In sequence, we reflect on the attitudes about otherness of the professor as an indispensable element to a pedagogical practice which perceives the Other student in his/her broad diversity and full dignity. We deal with the ethics of otherness in Lévinas with the goal of bringing closer aspects of his thinking to the pedagogical praxis in the classroom, which is extremely lacking in the ethical dimension in the process of teaching and learning, and we reflect on the pedagogical difficulties in the practice of otherness and the possibilities of its insertion in the educational relations. Next, we discourse on the theme of human values, reflecting on the axiological dimension of the human being and his/her notion of choice of moral, ethical, esthetic and spiritual values with the intention of bringing a bit of comprehension and reflection to these issues which are so contradictory in our society. We also deal with the concept of social attitude, its formation, the process of attitude changes and the attitudes of prejudice and its theoretical foundation. In sequence, we describe the methodological procedures of this research in the measurement of the attitudes of otherness of the professor in his/her pedagogical practice with the use of questionnaires of the Likert type and we carried out the procedures for the analysis of the data collected. Finally, we dealt with the conclusions of this research making an analysis of the goals reached, the limitations encountered and pertinent recommendations.
