LIMA, J. S.; http://lattes.cnpq.br/1021132951240201; LIMA, Jeferson dos Santos.
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.