Educação infantil inclusiva e formação de professores: análise da realidade do município de Pombal - Paraíba

Abstract

Discussions about inclusive education in Brazil extended in the 1980s and important documents were instituted for the construction of an inclusive school. Among the documents of great importance for inclusive education is the Law of Directives and Bases of Education - LDB and Federal Constitution (Articles and Convention on the Rights of Persons with Disabilities). This study focuses on the inclusion of students with disabilities in Early Childhood Education in the municipality of Pombal in Paraíba. We believe that this study is relevant because teachers are the professionals that make happen to the inclusion of students with disabilities in school. This work aims to know the level of teacher preparation in relation to the education of children with disabilities in the Early Childhood Education of Pombal municipal schools. The specific objectives were thus prioritized: to investigate the level of teacher training, initial and continued, in the sense of promoting the schooling of children with disabilities; to describe the process of continuing education of teachers in inclusive education, as well as the main difficulties faced in the schooling process of children with disabilities enrolled in kindergartens and pre-schools of the municipal school system. For the data collection, a semi-structured questionnaire was used as instrument. The data were analyzed qualitatively based on the guidelines and suggestions of the book entitled "Content Analysis" (Franco, 2008). As a result, it was possible to have a knowledge about how teachers perceive the educational inclusion of children with disabilities in Early Childhood Education and whether they feel prepared to face this demand created by public policies of inclusive education.