Os desafios da inclusão escolar na percepção de professores do Munícipio de Cuité - PB.

Abstract

The school inclusion of students with special educational needs is a matter discussed worldwide, the legislation is clear as to the rights of the student to be welcomed and enrolled in educational institutions, but this is not enough, since there is a need for development and learning significant. Thus, the present study aimed to understand the challenges of inclusive education in the perception of teachers of the first stage of elementary school, analyzing the difficulties and possibilities of inclusion proposals in school everyday. Faced with this, the objectives of the study were: to identify what teachers think about inclusion in the initial years of elementary education; to verify the difficulties faced by students with special educational needs; discuss the possibilities listed to work in an inclusive perspective with the demands of this reality. To reach the objectives, in addition to a bibliographic study, a field survey was carried out with teachers from a school in the city of Cuité-PB. The target audience of the survey were nine teachers who had at least one student with a disability in the class they teach. The study was carried out through a qualitative research and semi-structured questionnaires were used for data collection. The results of the research showed that, despite the fact that they favor the inclusion of students with disabilities in common education, teachers show some difficulties, such as a lack of education for inclusion, large classrooms, lack of family support and specialized professionals, and lack of resources and investments. The results showed how inclusive education is challenging for the teachers interviewed, and it is possible to verify the difficulties experienced by each one of them. However, despite all obstacles, educators try to do their jobs in a way that ensures quality education for their students.