Inclusão escolar: um estudo á luz das representações sociais dos professores do AEE.

Abstract

Inclusive education reflects an educational paradigm in the perspective of human rights, consisting in the right of any individual to have a quality education regardless of whether they are disabled or not. Therefore, school inclusion is based on the assumption that for it to happen, it is necessary to re-signify concepts and values that are culturally loaded with prejudice and discrimination. Having said this, in order to promote inclusion, it is fundamental to consider the special educational needs - SEN and, not, the limiting thought to its deficiencies that characterize children and young people as incapable of developing their abilities and building their own autonomy. In addition, we also need qualified professionals to work out the special educational needs of each student. However, the literature shows that many schools suffer from a lack of material and pedagogical resources, such as professionals qualified to work with children from the target audience of the Specialized Educational Assistance (ESA). In this perspective, this work aimed to investigate the Social Representations and practices of ESA teachers about the process of school inclusion of students with disabilities and / or special educational needs of elementary and secondary schools of state public schools in the urban area Municipality of Cuité-PB from the Theory of Social Representations of Moscovici. The research is characterized as quali-quantitative, so the work followed some steps, such as: survey of the number of students with disabilities and / or SEN and their respective specificities; interview with ESA teachers to understand their conceptions about school inclusion and how the process of including these students in school occurs. The instruments used were informational questionnaire and interview. After that, using the Bardin Thematic Content Analysis, it was possible to diagnose that there are students who are the target audience of the ESA being attended in the multifunctional resource room, but that there are also an equivalent number of students that do not have specificities of this public, being accompanied in the same room. It was also observed that the teachers portray several difficulties to work for school inclusion, among them: the absence of specific training to teach special education students, the non-cooperation of teachers in the regular classroom, and the difficulties to differentiate technical terms of inclusive education, such as integration and inclusion. By means of these data, it was possible to conclude that teachers have different conceptions about inclusion and that the inclusive process is marked by several challenges, both in pedagogical and material aspects.