Formação/capacitação dos professores na educação inclusiva: história da educação inclusiva, conceitos e formação docente

Abstract

The objective of this work is to analyze the applicability of Law 13,146 / 15 in the scope of Inclusive Education in a municipal school in the urban area of the municipality of Araruna / PB, specifically to verify if the teachers of this institution are able to attend the disabled students as well as to distinguish inclusive education of special education. The Brazilian Inclusion Law was created as a way to guarantee the rights inherent to the individual with limited capacities. From then on, the question arises whether these rights and guarantees are being respected and promoted in the school environment. For this purpose a research (qualitative) and field observation were applied. The institution's teachers were interviewed through an instrument with open and closed questions, with the objective of confronting the answers with the familiarity of inclusive education. From this perspective, it was also observed that despite the lack evidently detected in terms of teacher knowledge and qualification, the school community is moving towards egalitarian and inclusive promotion. It was found that the lack of teacher training brings awareness of the need and importance of inclusion. Therefore, it is perceived that the applicability of Inclusive Education requires a methodological and structural reorganization that culminates in the promotion of fair and egalitarian opportunities for all.