The reality of inclusive education in a municipality of the West Frontier of RS: identifying strategies, actions and contents to provide teacher training

• Autor(a) principal: Teixeira, Amanda Machado
• Data de Publicação: 2023
• Outros Autores: Rossetto, Elisabeth, Folmer, Vanderlei, Copetti, Jaqueline
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Educação Especial (UFSM)
• Texto Completo: http://periodicos.ufsm.br/educacaoespecial/article/view/43073
• topic: Educação inclusiva; Atendimento Educacional Especializado; Formação profissional docente.; Inclusive Education; Specialized Educational Assistance; Professional teacher training; Educación Inclusiva; Atención Educativa Especializada; Formación profesional docente

This study sought to understand the reality and the possible difficulties encountered by the teachers of the Specialized Educational Assistance (SEA), in relation to the inclusive process in the schools of the municipal public network of a city of the western border of RS, Brazil, aiming at identifying strategies, actions and contents for the professional teacher education, from the perspective of inclusive education. This is an exploratory and descriptive research with a qualitative approach in the analysis and discussion of its results. The sample of the study was composed of seventeen teachers of the SEA and the Coordinator of Special Education of the Municipal Secretary of Education. To collect the data, the teachers of the SEA answered a questionnaire that had as a proposal to identify the reality and possible difficulties related to their teaching practice. A meeting was held to complete the questionnaire, and later, a meeting to return the information to the participants. The main results were the lack of articulation with the health services and the teachers of the regular rooms, the lack of material and structural resources for SEA, and the lack of participation of families in the students' school life target audience of Special Education. From the above, the need for support networks in the regular school is highlighted as a possible strategy to overcome the fragilities that exist in the schooling process of these students. In addition, the data presented in this study will be valid for the planning of a future proposal of professional teacher training for municipal public school teachers.