O professor e os processos de inclusão de alunos com necessidades educacionais específicas: desafios e possibilidades na perspectiva etnográfica

Abstract

From the 90's the inclusion of students with specific educational needs in the regular system of education has been widely discussed. With the emergence of the Inclusive Paradigm, fomented by the international movements, the school system, as indicated in the Brazilian legislation, must guarantee all the students the conditions of access and permanence that assure them a quality education. This process has been taking place gradually, since it is a challenging activity for all professionals in education, especially for teachers who often see it as a harrowing and uncertain process. The teacher is required the capacity to promote learning situations, to devise teaching strategies, as well as to mobilize theoretical and practical knowledge that subsidizes their daily professional practice. It should propose pedagogical practices that involve students, regardless of their peculiarities, promoting school inclusion. Your initial training should enable you to develop the skills and competencies needed to meet the challenges inherent in your craft. In this sense, the present study aims to investigate the processes of initial teacher training in the perspective of an inclusive pedagogical practice. Specifically, it aimed to identify the profile of the teacher and the students participating in the research; to analyze the historical perspective of Special Education in Brazil and to analyze the difficulties that are obstacles to the school inclusion in the perception of the participants of the research. The research was carried out at the Antonio Paes Landim Deputy School Unit, located in the city of São João do Piauí in the south of the state. The research is qualitative in nature, being more specifically a case study of the ethnographic type. The instruments used were participant observation with registration in the field diary, semi-structured interviews and bibliographic survey of the object of the research focusing, among other aspects, on the analysis and reflection on the processes of initial teacher training for inclusion and development of students with specific educational needs. The data collected were analyzed from the perspective of the content thematic analysis where categories were established with the organization, reduction and interpretation of the data with a view to producing a theoretical version of reality. Besides the dissertation, a guide was elaborated as a product of the professional masters in teacher education, a guide explaining the ideal conditions for inclusive school attendance of people with specific educational needs. This document was produced based on the research conducted and the experiences of the collaborators of this study. As a theoretical reference, the study was based on scholars such as: Corrêa (2004); Fonseca (1995); Mantoan (2002); Mazzota (2003); Oliveira (2004); Sage (1999), Tardiff (2014) among others and in legal documents such as the National Education Guidelines and Bases Law 9394/96, the Disabled Persons Statute, the National Policy on Special Education in the Perspective of Inclusive Education, for the Training of Teachers of Basic Education. Finally, the investigation revealed that the processes of initial teacher training are not based on an inclusive pedagogical practice, confirming the teacher's lack of preparation for this activity.