Teachers’ knowledge: inclusive education in the school environment

• Autor(a) principal: Santos, Edvan de Souza
• Data de Publicação: 2024
• Outros Autores: Pereira, Aurea da Silva
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Pontos de Interrogação (Online)
• Texto Completo: https://www.revistas.uneb.br/index.php/pontosdeint/article/view/v13n2p105
• topic: Educação Inclusiva; Deficiência; Formação docente; Inclusive Education; Deficiency; Teacher training

Discussing concepts and perspectives on disability, even with so many advances, is still a social “taboo”. And when this discussion goes down the paths of education, it becomes even more complex, since the views and practices applied, even with so many guidelines, laws, regulations, decrees and prerogatives, must be individual, taking into account the subjectivities of each subject. Several social authors are included in this process, in addition to the person with a disability, but also the family, school administrators, and teachers. Thus, this research seeks, through the eyes of teachers, to know the functioning of special education, from the perspective of inclusive education, in a school in the municipal network of Alagoinhas, promoting a sensitive listening of those involved in this process. The research has as its problem the following question: To what extent does the functioning of special education, in terms of inclusive education, in the school environment? To answer this question, I chose to carry out an investigation with a qualitative approach, with emphasis on the (auto) biographical method, using the narrative interview as a research and documental instrument, with the exploration of official documents that “structure” inclusive education in schools. In the construction of the theoretical foundation, we resorted to authors, Aranha (2001), Barthes (1981), Cruz (2009), Foucault (1979;2008), Minayo (2011), Oliveira (2016), Pereira (2015;2018) among others. As main results after data analysis, I can highlight some repetitions regarding the difficulty of applying the policies in school realities, in addition to the difficulties in the process of teacher training for special education. In this way, I seek to give visibility to the teachers’ life stories, revealing the difficulties, setbacks, successes and expectations. By analyzing how special education works, in the perspective of inclusive education, through the eyes of the research collaborators, we can understand the applicability and effectiveness of professional practices in relation to this object.