Educação inclusiva: uma necessidade em ascensão.

Abstract

The process of inclusion of students with disabilities and / or special educational needs in regular schools has been a point of reference in national discussions, especially regarding the role of teachers in the process of school inclusion. In this sense, this research has been shaped and had as main objective to investigate the conceptions and practices of and for Inclusive Education, from the perspective of teachers who work in the initial years of elementary education in municipal schools of Aparecida – PB, and by objectives specific: to draw the profile of teachers who work with students who have special educational needs and are inserted in regular teaching classrooms; to delimit the pedagogical practices developed by these teachers in the inclusion process; mapping local public education policies to Inclusive Education. For the feasibility of this study, a bibliographical, documentary and field research was done in the qualitative approach of the research, being an exploratory and descriptive character. The instrument used to collect the data was the semi-structured interview. The subjects of this research were 5 (five) teachers linked to 3 (three) schools of the municipal teaching network, located in the city of Aparecida – PB. The data were analyzed through the techniques of Content Analysis (CA). The research revealed that teachers assume they are not prepared for the demand of Inclusive Education, as well as stated that they need training and continuous training to ensure learning for the students who are demanding this process. It was also evidenced the need for the creation and implementation of public policies of Inclusive Education, as well as the professional action in line with these, privileging with this, the effectiveness of the rights provided in the global legislations. The reflections exposed by the subjects made it possible to consider that the current inclusive policies have been incipient, necessitating frequent urgent measures the educator's action in relation to the context of Inclusive Education.