Inclusão de alunos com deficiência em escolas do campo: desafios da docência em contextos multisseriados

• Autor(a) principal: Lima, Natália Silveira
• Data de Publicação: 2013
• Outros Autores: Oliva, Daniela Regina Sposito Dias, Nogueira, Claudete de Sousa [UNESP]
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Institucional da UNESP
• Texto Completo: http://www.upf.br/seer/index.php/rep/article/view/3516; http://hdl.handle.net/11449/124742
• topic: Diversity; Field education; Inclusive education; Teacher training; Educação inclusiva; Diversidade; Educação no campo; Formação de professores

The challenges of dealing with diversity in the school, in a society that values standards, which homogenizes subjects, have been one of the main issues raised, both by researchers in the field of education as the segments that produce the policies in our country. The teatchers transformations, in the new needs prevailing in the era of postmodernity have inspired improvements in the teaching- -learning process and provide conditions to seek training professionals aware and critical in the process of being on social diversity. The present study aimed to investigate the challenges of teaching practice in the process of inclusion of students with disabilities in public schools in the Field of Concordia-SC. Such institutions have structures in their multigrade classes and organizations – with one teatcher for all. The methodological approach was qualitative in nature, with the instruments to collect data, semi-structured interviews and non-participant observation. We research subjects, two teachers of multigrade classes, Azucena and Dalia, which have enrollment of disabled students and the schools that comprise the Concordia Field. It was observed that as a result the main themes emerged from the interviews were: 1) Valuing and respecting the characteristics and capabilities of each student, 2) Design of classroom space as heterogeneous, rich in human diversity, 3) Cooperative work as a potentiator rhythms and different styles of learning, 4) continuing training of teachers: ensuring a “know-how”. It is hoped that the results of this study contribute to the formation and performance of the teacher in the process of inclusion of students with disabilities in school areas, especially in schools field.