Conquistas e desafios da educação inclusiva em uma escola municipal de São José da Lagoa Tapada/PB.

Abstract

The present study aims to study the challenges of inclusive education, with the general objective of identifying the achievements and challenges of teachers in inclusive education in the municipality of São José da Lagoa Tapada, PB. As specific objectives, it was sought to verify the formation of the teacher in the process of teaching and learning; to observe the challenges and resolutions with the inclusion of students with disabilities and to analyze which pedagogical practices are pointed out by the teachers that help in the teaching and learning process of these students. In order to reach the proposed objectives, a qualitative, descriptive, field survey was conducted with the data collection performed through a semistructured interview, recorded with the consent of the subjects. In addition to the field study, a theoretical survey was also carried out to better understand the theme, with presenters such as Mantoan (2003), Souto (2014), Cunha (2015), Passos (2016), among others, and legislations inclusion, such as the Federal Constitution of 1988 and the National Education Guidelines and Bases Law. The participants of this study were two teachers who work in basic education in a municipal school in São José da Lagoa Tapada. The interviewees' speeches after being collected were transcribed and analyzed based on the theoretical framework pertinent to the subject. According to the findings, it was observed that there are still many challenges to be faced in inclusive education, such as: better implementation of the law aimed at inclusion; better qualification of professionals who work with students with disabilities and the difficulty of developing appropriate pedagogical practices to meet the real educational needs of students with disabilities.