Os desafios enfrentados pelos professores do Programa EDUCARE no processo de ensino-aprendizagem: reflexões sobre a inclusão de estudantes com distorção idade-série na educação básica.

Abstract

This conclusion research for the Degree in Rural Education course, in the area of Human and Social Sciences, expresses the object of study to carry out an analysis and determine what are the current challenges that teachers working in the EDUCARE program face in the teaching and learning process of typical and atypical students. Throughout the work we reflected on the inclusion of students who need to correct the age-grade distortion in basic education, based on readings that focused on school failure, special education from an inclusive perspective and public policies. Our research objectives are: a) Investigating how the inclusion of students with age-grade distortion occurs; b) analyze the pedagogical practices aimed at the EDUCARE program; c) Identify the difficulties faced by teachers who teach immersed in this pedagogical proposal. Regarding the investigative method. Our study is significantly intertwined with the qualitative approach, for which we collected data through the application of a semi-structured questionnaire with teachers working at Escola Presidente Vargas, in the classes of the aforementioned program. The analysis of the responses was carried out in a critical descriptive manner. We highlight that this work intends to contribute to improving the quality of teaching at EDUCARE, as well as for the subjects - agents - who participated in it, thus creating an inclusive, quality education for everyone.