Reflexões sobre a educação inclusiva no processo de ensino-aprendizagem

Abstract

This work, character descriptive and explanatory aims to analyze the teachers' knowledge of educational inclusion, concepts, training and contributions of the same with respect to teaching practices adopted in the classroom. This is a field study and in literature searches and analyzes methodology quantiqualitative. The study sample consists of 10 elementary school teachers (second follow-up) of the Municipal School Plácido Francisco Saraiva Leão, in the city of São José de Brejo do Cruz – PB. Data were collected through a questionnaire given to the teachers and also observation. It was found that the teachers of the institution, mostly conceive themselves unprepared to act in the perspective of inclusion, given that they were not provided training to work on inclusion. It was also the working conditions of teachers as educational inclusion, lack of teaching materials specific to working with people with special needs and the lack of accessibility in the structure of the school. It was concluded that the effective inclusion occurs in an unsatisfactory manner, this is due to the disqualification of human resources, lack of materials, adequate infrastructure, and especially public policies that provide the training of teachers to work with individuals with any special needs.