Inclusão escolar : desafios e possibilidades evidenciados na profissão docente, na rede municipal de Silvânia-GO

Abstract

The conceptions of teachers in the early years of a municipal school in Silvânia-GO about the paradigm of school inclusion constitute our object of investigation. Therefore, some developments are considered necessary to outline our investigative bias, such as questions about the identity and professionalization of teachers and continuing education as a necessity inherent to inclusive actions in contemporary schools. Therefore, the objective of this research was to analyze how the teachers of the early years and pedagogical coordinators of a municipal school in Silvânia-GO understand the inclusion paradigm, and how this knowledge collaborates so that the principles of an inclusive school can be really implemented. Research with a qualitative approach, of an exploratory nature, and documentary study / analysis for such an undertaking was adopted as a methodological framework. Thus, the research was divided into two distinct stages, but complementary to each other: we initially carried out theoretical and documentary surveys about the theme and, in the last stage, an empirical research was carried out with the participants. In order to understand issues related to the teaching profession, actions and fundamentals that imply its performance, the research was based on some main theoretical references: Pimenta (2012), Gatti et al. (2011, 2019) and Tardif (2014). Mantoan (2003, 2011), Reis (2006 and 2013), Flag; Rock; Dalla Déa (2020); Pletsch (2018); Pletsch; Souza; Orleans (2017), Mendes; Vilaronga; Zerbato (2014); Zerbato (2018); Vilaronga; Mendes (2014); Stainback; Stainback (1999), who directed us in the perspective of Inclusive Education and with contributions about practices that favor inclusive education. As a result of the research, it is noted that both managers and teachers recognize the importance of working towards inclusion and promoting the recognition of the individual potential of each student, but, on the grounds that there is no training in the area, they often end up failing to provide the integrality of this legal right. In this way, we realize that there are distortions and divisions about the conceptual understanding of inclusion and what is actually put into practice in the classroom. We recognize the advances related to the theme, but we also recognize that we are far from a satisfactory inclusive process, which includes, in addition to respect and appreciation for diversity, a truly inclusive schooling process. In fact, teachers understand school inclusion according to their principles and foundations, however, they are still without an effective direction to subsidize their pedagogical practice in favor of inclusion.