A prática dos professores na inclusão de alunos com deficiência e seus desafios

Abstract

This dissertation was developed in the Professional Postgraduate Program in Management and Evaluation of Public Education (PPGP) of the Center for Public Policies and Educational Evaluation (CAEd). The management case to be analyzed has the general objective of understanding how, in the practice of teachers in the classroom, the inclusion of students with disabilities occurs, taking as an example the process of inclusion of students with disabilities at Escola Estadual Domiciano Esteves in the Municipality of Dona Euzébia / MG. The dissertation also has as a specific objective: (a) to describe the legal frameworks referring to the inclusion of students with disabilities; (b) to analyze the inclusion practices in the Domiciano Esteves State School; c) propose actions that aim to improve the inclusion processes in the Domiciano Esteves State School. In the present investigation, when analyzing and reflecting on the management of classroom practice by teachers of students with disabilities, we assume that initial and continuing education may be an essential condition for the development of an inclusive pedagogical practice. We assume as a hypothesis that there are important gaps in the process of initial and continuing education of teachers, due to their unpreparedness to work with students with disabilities. Pointing out ways for reflection, in the sense of overcoming such gaps, as well as seeking to improve the service to these students is a genuine desire of the researcher and the investigation reinforced this bias. To carry out this work, qualitative research was used, with literature review, document analysis and interviews. Finally, based on the research findings, we present an Educational Action Plan (PAE), through which we propose an inclusive educational service based on everyday practices with the participation of all those involved in the teaching process of students with disabilities in that area. school.