A prática docente na perspectiva da educação inclusiva: um estudo sobre o caso da Escola Municipal de Ensino Fundamental José Targino Maranhão - Araruna/PB

Abstract

The object of this study focuses on the teaching practice, from the perspective of Inclusive Education. Thus, we formulate the following problem: how has teaching practice contributed to the inclusion of people with disabilities in the Municipal School of Primary Education José Targino Maranhão? Therefore, the main objective of this work is to analyze how Inclusive Education is given in the teaching practice at José Targino Maranhão Municipal School of Education, in the municipality of Araruna-PB. We try to verify how the teachers of the institution are qualified to attend the school demand of people with disabilities; to analyze the conceptions about Inclusive Education in the teaching practice at the Municipal School of Primary Education José Targino Maranhão; and, finally, to characterize the implementation of Inclusive Education in this school, based on the Brazilian Inclusion Law 13,146 / 2015 as a way of guaranteeing the rights of the disabled person. Based on this principle, we question whether these rights are being used, respected and guaranteed in everyday school practice. For this purpose a qualitative study was carried out from a field observation. The teachers of the institution were probed through a questionnaire with open and closed questions, aiming to identify the teaching practice from an inclusive perspective. It was observed that in the midst of the difficulties faced by teachers, the school institution seeks to promote inclusion, within its possibilities. The insufficiency of teacher training, in the perspective of Inclusive Education, brings to light a need for more effective educational policies in this field.