Educação inclusiva: o olhar dos professores de Ciências no Ensino Fundamental II no município de Cascavel-PR

• Autor(a) principal: Schinato, Liliani Correia Siqueira
• Data de Publicação: 2019
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações do UNIOESTE
• Texto Completo: http://tede.unioeste.br/handle/tede/4663
• topic: Inclusão; Formação de professores; Ensino de Ciências; Educação Básica; CIENCIAS HUMANAS::EDUCACAO

The inclusion of people with special educational needs (SEN) in regular classrooms represents a set of challenges regarding teaching and learning process, not only for students, but also for teachers who need to be trained for inclusive work. This research, due to these concerns, mainly focused on teachers’ perceptions, who work with Elementary Education II at science discipline on inclusive education in Cascavel city, Paraná. This study investigated how teachers perceive their initial background, actions, difficulties and advances, among other aspects, to act out in inclusive classrooms of basic education. A questionnaire was applied as an online data collection instrument, with 17 teachers of Sciences, who work in inclusive classrooms. In addition to the questionnaire, this research was a bibliographic review in order to clarify some concepts related to the process of school inclusion and to justify data analysis. An analysis was also carried out based on papers published at the National Meeting of Research in Sciences Education (ENPEC) about the inclusion theme. The methodological procedures of data analysis were based on Discursive Textual Analysis (DTA), up from which it was developed a qualitative analysis. Based on these studies, it was possible to verify that in what concerns teacher’s education, most of the studied teachers did not have any support to improve themselves on special education at their initial background. The data have also shown that there were many difficulties to work with students with disabilities/SEN in the classroom, and among the main ones concerning the perspective of inclusive education are: lack of resources for the right teaching, overcrowded classrooms and little time for lesson planning, as well as lack of encouragement and governmental support. The teachers also pointed out the importance of the support teacher along the teaching process in special education. Thus, it has been observed that the school system has undergone constant changes, to offer to all the students a significant education. However, school inclusion has been under development in slow steps, and, in order to be effective qualified, it is essential a greater connection among what is predicted in the guiding documents, educational management and teacher’s training