Práticas docentes na educação inclusiva: relações de ensino - aprendizagem em uma escola do município de Nazarezinho-PB.

Abstract

The work titled: Teaching practices in Inclusive Education: Teaching-learning relationships in a school in the municipality of Nazarezinho-PB, aims to understand the difficulties experienced by teachers working with children with disabilities in regular teaching rooms. For this purpose, as specific objectives we delimit the following: to know the assumptions of inclusive education; to investigate, in the literature, the possible obstacles that present themselves to the professionals of the education when they working in the perspective of inclusion; identify, through the data collected from the speeches of the professionals about the problems faced by the teachers who work in this modality of education; and, finally, to present the advances that the process of inclusion brought to the pedagogical practice of the teachers of the school studied. In order to achieve the proposed objectives, the research was oriented from the perspective of the qualitative approach, following the criteria of case study. As data collection instruments, we used bibliographical research and semi-structured interviews carried out with teachers working in the inclusive classes, from the initial years of Elementary School, of the municipal teaching network of the city of Nazarezinho. Through these instruments we seek to verify the aspects that contribute to the execution of the teaching proposal based on the inclusion perspective. In the composition of the reflections contained in this study, we will consider issues such as: teacher training, curricular components, accessibility, adaptation of the school environment, pedagogical resources, as well as the participation of family members in the education of these children and the contribution of the Government to the implementation of the inclusive proposal.For the realization of this work we are guided by the contribution of theorists such as: Maria Tereza maddocks, Rosita Edler Carvalho, Solange Merino Rogalski, Romeo Sassaki, among others. According to the results, we realized that there are still many gaps that hinder the implementation of inclusive practice, such as: the lack of sufficient didactic resources, inadequacy in teacher training, issues relating to accessibility, lack of incentive of public power, among others.