ABSTRACT
We analyzed the production of meanings in teachers’ positioning related to virtuous practices in inclusive education. A teacher in initial professional experience took part in four open-ended interviews sessions, data were submitted to a dialogic thematic analysis and a semantic map was produced. The position “being a teacher” generated 6 main themes that dialogically interact in multiple plans: teacher’s education; previous and present pedagogic practices; the role of the teacher; tensions and expectations. Results indicated that an ambivalence between Public Policy and the conditions of teacher’s education and work in inclusive schools regulated the participant’s discourse. We conclude that positions oriented towards virtuosity were linked to different levels of reflexivity on the teacher’s actions with students in inclusive education.
Keywords:
school inclusion; virtues; teaching work
