Educação especial e inclusão: concepções de professores que atuam nas salas de atendimento educacional especializado.

Abstract

In view of inclusive education as a starting point for education for all, we sought through this research paper check and analyze the design of teachers who work with inclusive education, more precisely with the ESA - Specialized Educational Service. Therefore, we sought to know what the views of these teachers on the development and learning of students with special educational needs, as well as the challenges and difficulties faced in the inclusion process of these students in our schools. The research was to study the field of seven public schools in the municipality of Cuité-P. B, which had AEE rooms. Attended nine teachers responsible for the work carried out in these specialized rooms. To collect the data, it designed a roadmap for semi-structured interviews, which were carried out with the aid of a digital recorder to enable the registration and the same transcripts, whose contents were analyzed from the content analysis technique proposed by Bardin (2011). On the results, through the answers of the interviewees emerged six thematic classes (concept of inclusion, continuing education for teachers, challenges in working with inclusion perspectives in working with inclusion, specialized educational services as well as legislation and public policies) related to inclusive education, which are subdivided into categories and subcategories. It was found from the answers that, despite the difficulties that exist in relation to the work of the ESA, such as prejudice, lack of partner, lack of adequate structure and even the lack of continuing education more effective, for example, teachers reported feeling hopeful about the ESA and believe in the development and learning of students with special needs.