Os desafios e as dificuldades da prática pedagógica dos professores de alunos com deficiência intelectual diante da proposta inclusiva da Escola Municipal de Ensino Fundamental Dom Hélder Câmara

Abstract

This work presents a study on the challenges and difficulties of the pedagogical practice of teachers who dedicate themselves to students suffering from intellectual disabilities, considering the inclusion proposal‟s view of the “Dom Hélder Câmara‟s Municipal School of Elementary Education”. A field research was carried out, with the teachers of the Municipal School of Primary Education Dom Hélder Câmara as the main investigated subjects, teachers who were able to present their challenges and difficulties in order to apply a pedagogical practice with their intellectual disability‟s students. This study is a qualitative one: running through a questionnaire, the observation of practice used by teachers and how they are developing their work with those students with intellectual disabilities. The work is divided into four chapters: the first chapter is preparatory, in which I present the theme, the objective of the research and some general aspects; the second chapter will approach the historical course of Intellectual Disability (DI), involving issues on the origin of inclusiveness‟s education, legislation, and intellectual disability guidelines; the third chapter presents the studies on teacher‟s formation and its practice; the fourth chapter presents the methodological procedures, the research‟s site, the subject of the quest and the instrument used to carry out the research. The results showed that the inclusion of a student with intellectual disability in the regular school is a constant challenge to the teacher, since many standards need to be broken, and a professional improvement needs to be obtained.