Educação inclusiva no campo: desafios e estratégias na prática docente para alunos com deficiência intelectual

Abstract

The research was conducted at a municipal rural school belonging to a quilombola community. The study aimed to analyze the challenges and strategies adopted by rural teachers in the inclusion of students with intellectual disabilities, seeking to understand how such practices materialize in the school's daily routine. The research involved three education professionals: two regular classroom teachers and a Specialized Educational Assistance (AEE) teacher. The investigation adopted a qualitative, descriptive field approach, using interviews as the data collection instrument. The results showed that the main challenge faced by teachers is the lack of continuing education offered by the municipality, forcing them to seek training alternatives individually. In addition to this difficulty, other obstacles were identified, but also opportunities for progress were identified. Among them, despite the adverse context, teachers develop individualized educational plans. Overall, the analysis shows that implementing quality inclusive education requires an investment of time and resources by the government, in accordance with Brazilian legislation that guarantees the right to education for all.