Educação inclusiva: o professor no processo da inclusão escolar

• Autor(a) principal: Silva, Samanta Vilela Santos
• Data de Publicação: 2014
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
• Texto Completo: https://repositorio.pucsp.br/jspui/handle/handle/35611
• topic: CNPQ::CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO; Educação inclusiva; Formação do professor; Práticas pedagogicas; Inclusive education; Teacher training; Pedagogical practices

In this work was sought to understand the teacher's performance in the process of inclusion in the school context. Bearing in mind the teacher is considered key component in this process. The unfolding of the same was made by two ways: Bibliographical and Quantitative Research. At first, there was a historical analysis of the treatment that was given disabled people throughout the ages, from ancient times to the present day. Reflections on the trajectory studies of special education in the perspective of inclusive education in Brazil and other countries were also mentioned. Resuming the inclusion process, which was offered in each season to these people (segregation / integration), emphasizing that education is a right inherent to human beings. Also in relation to people who are different, we could reflect about how to treat them equally, and there are controversial by scholars and researchers, in this way to treat all the same, because they believe to be a kind of exclusion. Throughout the work, were mentioned the implications for the success of the inclusion process and consequently on the quality education. Important actions are described, as the qualification and training of teacher, in addition, of his outstanding work in partnership with the school community. An analysis of Inclusive Education Program in the city of Guarulhos and their contributions to people with disabilities was presented. There were successive dialogues, which elucidated the different looks for Inclusive Education, beyond the theory and teaching practice contribution, through interviews with teachers of the school system in the city of Guarulhos. This research was intended; analyze the context experienced by teachers, their prospects regarding Inclusive Education, inviting them to reflect about their performance in the inclusion process, making them aware of their important role in this process, which we believe ensure a quality education for all