La perspectiva discursiva para la investigación en ciencias sociales

This work seeks to identify, from the critical discourse analysis, what the appraisals and beliefs that teachers attribute to students who attend public schools are. For this purpose, a group of primary school teachers' attitudes towards students with disabilities was interpreted from their discourse considering cognitive, affective and behavioral indicators. Similarly, the discursive strategies used by teachers, which demonstrate traits associated with discriminatory beliefs, emotions, and actions on disability were revealed. Data were collected from simultaneous conversations between the researcher and participants. In order to open the channel of communication naturally, the conversations began with comments, questions, and reflections. The reflection of the participants about the topics addressed, prevailed during the interlocution. As a result of the investigation, the discourse of teachers showed significant differences in the attitudes they have regarding learners with disabilities and their school integration process. Expressions like What a pity! He is not able to learn! He never pays attention! He can't!, make noticeable the discursive features associated with a pattern of thought that validates and justifies discrimination against persons with disabilities. Linguistic evidence also reveals the teachers' fear to openly express their beliefs, emotions, and actions against the process of educational integration of people with disabilities.