Os desafios da inclusão dos alunos com deficiência em turmas de 7º ano do ensino fundamental, da Escola Municipal Monsenhor Júlio Alves Bezerra, do município de Assú/RN.

• Autor(a) principal: Costa, Layanne Carla
• Data de Publicação: 2017
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Repositório Institucional da UFRN
• Texto Completo: https://repositorio.ufrn.br/handle/123456789/42031
• topic: Educação; desafios; Inclusão; CIÊNCIAS HUMANAS

The inclusion of students with disabilities in schools is being debated in the context of world education and implies a number of challenges. The educational systems and pedagogical practices that encompass them continue with the same characteristics and teaching mechanisms, making it impossible to include in fact in many cases. The difficulties to effect inclusion are indeed existing and relevant. In view of this this work was aimed at the development of a research for the purpose of investigating the main difficulties faced by teachers in the inclusion of students with disabilities from the 7th-year classes of a public school of the State of Rio Grande do Norte. For this, questionnaires/interviews with four teachers were applied, which teach classes in these classes. It was sought to analyze the aspects that hinder and/or prevent the inclusion of students with disabilities in the classrooms of 7th year. For the elaboration of this work, we identify as main interlocutors the following authors: Matoan (1988), (1993), (2003), (2006); Lourenço and Mori (2009); Morin (1996); Silva (2011); Marchesi (2004). As specific objectives it was sought to reflect on the teaching practice in a public school, with regard to the learning of students with disabilities, aiming to understand the relationship between teacher X student with disabilities, in the process of teaching-learning and in the Interpersonal relationships (friendship, affection, partnership, willingness to listen, etc.). Through the analysis of the questionnaires/interviews, we perceive the numerous difficulties of teachers with regard to the inclusion of the disabled students in their classrooms. However we realize that inclusion is not something impossible or too distant, because teachers recognize their difficulties and limitations, and demonstrate willingness to overcome these difficulties. We emphasize that the challenges of inclusion are beyond the classrooms and the teacher's domain, as it covers issues related to the administrative sphere of the municipal and state sectors, in what the secretariats of education referred to. Teachers need better working conditions so they can remedy or minimize problems with inclusion in their classrooms.