Os saberes adquiridos na formação inicial para o exercício da prática docente de alunos com deficiência

Abstract

This work aims to verify the knowledge acquired in the University graduate for teaching practices with students with disabilities, analyzing the theme from the narrative of regular classroom teachers of a public school in João Pessoa - PB. All data were obtained through a qualitative descriptive research, which was used a questionnaire as a data collection instrument. Three female teachers of the João Pessoa participated of the study, who work or worked in inclusive education in the regular classroom. A questionnaire was elaborated with questions to verify the knowledge of the teachers to act in the inclusive education and its idea on the subject. According to what has been analyzed, it was conclude that the initial formation of the pedagogue is still not enough for him to act in this inclusive perspective, because teachers still feel insecure and difficult to work with students with disabilities in the regular classroom, due to lack of adequate training, resources and also professionals working in the school to give effective support to the teacher in the class.