Entre a teoria e a prática: percepção de professoras sobre o processo de educação inclusiva

Abstract

The inclusion of people with disabilities in educational institutions represents a challenge for teachers, especially considering that, in their initial education, this theme is addressed very superficially. The teacher’s challenges arise in classroom management, with no theoretical and practical contribution required in order to work reasonable and involve the feeling of deep insecurity of these professionals when dealing with teaching situations with people with disabilities. In this context, this study aimed to reflect on teachers’ perception in early childhood education concerning to children with disabilities inclusive education process. For this, we had as specific points: to trace the teachers’ guidance profile who work in the municipal school system daycare center located in Campina Grande - PB; describe what these teachers know about Inclusive Education in regular classrooms; and, finally, to investigate the teachers’ perception about Inclusive Education in its context. It is a qualitative research relating to nature and data collection occurred through field survey, with online form application to the teachers who work in the said daycare center. Our reflections, in this study, were supported by the research of authors such as Ariès (1981), Kramer (2003), Paschoal and Machado (2009), Domingos and Silva (2016) and Andrade (2020), in addition to Brazilian legal documents related to Early Childhood Education (BRASIL, 1998; 2009) and Inclusive Education (BRASIL, 2014; 2015; 2020). The relevance of this study is related to developing knowledge and teaching expertise to be constantly improved in our teaching and performance as children’s educators. Thus, according to answers obtained from the form, we noticed that, despite the great difference in time of action and training among the instruction with researched teachers, most of them bring a notion about Inclusive Education from their initial education, which contemplated issues related to inclusion, but inanely, demonstrating the need to extend this theme in continuing formations. The teacher’s knowledge about inclusion is still very much related to the particular interest of each ones, when they seek, through the media and scientific events, to expand their studies so as to better understand the children with disabilities context, not necessarily related to public policies’ to teachers continuing education program focused on Inclusive Education.