Formação docente no processo de inclusão nos anos iniciais do ensino fundamental.

Abstract

This study aimed to understand the importance of teacher training in the process of inclusion of students in the initial years of elementary school. The motivation to study the subject was because it is a practice that despite being required by law, is still far from contemporary reality, given the many challenges that are posed for inclusive education. The research was carried out in a municipal school in the municipality of Poço José de Moura -PB. To do so, we have developed a qualitative approach. For the data collection, a semi-structured interview was used for four (4) teachers from the initial years of elementary school, in which we obtained the necessary information for the accomplishment of our analyzes, which were made through the statements of the interviewees, opposing the theoretical contributions such as Mantoan, (2015), Cruz and Glat, (2014), Pimenta; Ghedin (2008). In the research results, it was verified that the teachers have higher education, but with regard to continuing education in special education, they do not have a better qualification in this area. The subjects recognize the lack of training, demonstrate the need to create inclusive projects such as: training of teachers to work in multifunctional resource rooms and also regular ones. They point to the relevance of quality training for the teaching profession in the field of inclusion.