ROCHA, M. A.; http://lattes.cnpq.br/8292089566578722; ROCHA, Manueli Aristides.
Résumé:
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.
