Inclusão social de crianças com deficiência nas salas de aula regulares de uma escola pública em João Pessoa-PB

Abstract

The present research intends to analyze how the process of inclusion of children with disabilities is happening in regular classrooms of a public school in João Pessoa/PB, having the specific objectives of on the role of pedagogical management in the process of building inclusive schools, identify the biggest difficulties teachers face in working with this inclusion, an compare how this process is taking place in the researched school with the recommendations of officials documents in this regard. The interest of the research emerged from situations experienced in work with school reinforcement, where sometimes we accompany students with disabilities, having a specific case of a student as a major motivator. Brennand and Rossi (20011), Dall‟Acqua and Vitaliano (2012), Foucault (2001), Gerhardt and Silveira (2009), Godoy (1995), Gomes and Terra (2013), Libâneo (2008), Mantoan (2005), Moehlecke (2009), Sánchez (2005), Veltrone and Mendes (2007) were the guiding authors of the study, besides the PPP of the studied school and of the following laws and official documents: School Census of Basic Education 2016 Statistical Notes/2017; Constitution of the Federative Republic of Brazil/1988; Declaration of Salamanca/1994; Decree no 6.949, of August 25, 2009; Joint Order No. 373/2002; Brazilian Inclusion Law: Law 13,146/2015; Law of Directives and Bases of Education: Law no 9.394/96; Law No. 13,005/2014; Law no. 13.035/2015; Resolution No. 4, of October 2, 2009 and Reference for teacher training/ 002. This is a qualitative approach, based on a field survey conducted at a public school in the neighborhood of Mangabeira, in João Pessoa/PB, and the analysis parts of a questionnaire answered by professionals from the researched school as director, pedagogical coordinator and three teachers with students with disabilities in their classrooms. The results showed that the process of inclusion of children with disabilities in regular classrooms in the remain school occurs as recommended by the laws that deal with the subject in our country, although there are still some difficulties that need to be worked to further improve this process, such as partnership with families and continuing education of education professionals.