Educação especial na perspectiva da inclusão: desafios e possibilidades para os/as professores/as

Abstract

This research addresses Special Education from the perspective of inclusion. The objective of the study is to analyze the challenges and possibilities regarding the work of teachers in the regular classroom and in Specialized Educational Assistance. From the methodological point of view, this is a field research with a qualitative focus. The research field was a public school in the city of João Pessoa-PB. During the moments of the researcher's supervised internship for elementary and special education, elaborate observation records were used. In addition to interviews that were applied to two teachers, one from the regular classroom and the other from the Specialized Educational Service, there were single and individual sessions, being recorded using the voice-voice recorder application on a cell phone. Then the interviews were transcribed and analyzed based on guiding themes. Based on this study, it can be seen that Special Education from the perspective of inclusion still faces many challenges. Data analysis showed that there is a lack of specific training for the regular classroom teacher and a great demand for time, however, the collaboration of the Specialized Educational Assistance teacher opens opportunities for continuing education that is built in everyday life. In addition, it was possible to perceive that individualized work is still very present in the school. The study concluded that there is a demand beyond the teacher's practice, political and structural issues, which end up interfering in this professional's work model and which, combined with a lack of continuing education, constitute a great challenge for inclusion. But despite this, the willingness and recognition of inclusive Special Education was notorious.