Formação de professores para a inclusão de aluno com deficiência: contribuições psicopedagógicas

Abstract

This study aims to analyze the representations of teachers' own pedagogical didactic preparation for facing the challenges of school inclusion of students with disabilities. The option to choose this subject as object of study occurred as a result of my participation in an extension project that promotes educational workshops for continuing teacher education from the perspective of inclusion of students with disabilities. Therefore, we investigated the continuing education of teachers for inclusive education, with the backdrop of psychoeducation as a contribution to this process. Inclusion is a topic that has been widely debated in Brazil in the last decade. However, these discussions are not always carried out by educational institutions, even having to deal with the inclusion of students with deficits of all kinds, stable or temporary, more severe or less severe. Methodological research characterized as documentary research with descriptive analysis of qualitative nature, as concerned with understanding, with the interpretation of the phenomenon through the analysis of records, where teachers reported about their vision of inclusion and preparation for this endeavor. To understand the representations of teachers analyzed 20 records of registrations, the 45 public school teachers in the municipality of Caaporã who participated in the workshops. We expect this work to bring contributions to the field of Educational Psychology, as well as regular and inclusive education to students with disabilities who depend on it for their development.