A educação especial na perspectiva inclusiva e a formação de professor nos anos iniciais do ensino fundamental

Abstract

Considering the context of special education, according to data from INEP (2022-2023), which shows a significant increase in students with disabilities in basic education, laws and decrees regarding the Brazilian Inclusion Law (LBI, Brazil, 2015) strengthen the inclusion of these students in regular classrooms. This research, titled Special Education from the Inclusive Perspective and Teacher Training for the Early Years of Elementary School, aims to understand the factors that hinder the implementation of inclusive teaching practices. It seeks to guarantee the right to learning for students with disabilities to address a specific demand involving these individuals, as access to meaningful learning is prescribed in official documents. This study is characterized as qualitative research with a pedagogical intervention design. Aligned with the 1988 Constitution, which defines education as a universal right and establishes that teaching should be based on principles of equality and freedom, this study aims for the transformation of individuals, emphasizing the right to learning for people with disabilities, guiding them toward a process of liberation. The research involved ten teachers from the early years of elementary school. Data collection included a form completed by participating educators and a descriptive record, which highlighted the primary challenge: (i) the inability to adapt activities for students with disabilities. Based on this result, two pedagogical intervention tools were developed: a minicourse and a workshop, aimed at addressing the issue of curriculum adaptation, as identified in the descriptive record. These tools provided training and knowledge, enabling teachers to place students with disabilities at the center of the teaching process, fostering their participation and inclusion in the learning process. However, some barriers to inclusive education still need to be overcome. These include the continuation of teacher training extended to all education professionals and greater collaboration between the Resource Room teacher and the regular classroom teacher. It is not enough to overcome architectural barriers; it is essential to address attitudinal barriers within the school environment to ensure that inclusive education becomes a reality.