Educação inclusiva: uma análise dos desafios Enfrentados pelos professores da rede municipal de São José de Piranhas - PB

Abstract

The present research proposed to investigate the vision of twelve teachers on Inclusive Education in nine schools of the municipal network of São José de Piranhas-PB. The research objective was to analyze the conception of teachers about inclusion, verifying the strategies used to work with students in inclusion situation, identifying the difficulties faced to manage the classroom in the perspective of inclusive education. The starting point was the hypothesis that teachers of the municipal network of São José de Piranhas did not receive the necessary conditions to work with inclusion. The present research is qualitative and the data collection was carried out through a questionnaire applied to the teachers who work in the schools and who had experience with included students. The research was based on the studies of Mantoan (2003), Carvalho (2004), Freitas (2006), Silva (2006), Oliveira (2009), Rozek (2012) and Silva Neto et al. (2018). The results showed that teachers of the municipal network understand the importance of including students in regular education, but they reveal some difficulties that need to be overcome, among them: absence of training courses on inclusion, lack of didactic-pedagogical material and inadequate structures schools'.