Educação inclusiva: desafios e perspectivas para os professores, em uma escola municipal na cidade de Taperoá-PB

Abstract

This Final Paper presents the theme on Inclusive Education: Challenges and perspectives for teachers in a Municipal School in the city of Taperoá and exposes a qualitative research, with the participation of elementary school teachers in a school of Public Network located in the Municipality of Taperoá, Cariri Paraibano in the State of Paraíba. The goal of our learning is to identify and solve the possible causes for the lack of inclusion in public schools, as well as the lack of knowledge and experience by teachers, finding satisfactory solutions. We highlight the work of Carvalho (2000), around his study by Silveira (et al, 2019, p. 04), cites that "Education for all", "Everyone at school", "School for all", summarizes the that everyone wants. The methodology of our research called a qualitative research, with the development of bibliographic research and the participation of subjects through questions with answers. Therefore, to substantiate questions were applied to teachers of various classes, from the second, fourth and fifth grade of elementary school I, to better understand about inclusion, how to work in the classroom and improve the knowledge of these children. The teachers in their reports drew attention to the lack of trained professionals in the classroom, as well as teaching materials, all leading to a devaluation of these children with disabilities. We conclude that teachers' conceptions of inclusive education portray the equivalence of how much they need to improve in order to better perform both student and teacher.