Percepções de professoras de uma escola municipal sobre a inclusão de estudantes em situação de deficiência

Abstract

This dissertation was presented to the Interdisciplinary Graduate Program in Education, Language and Technologies – PPG IELT, from the Goiás State University in the line of research: Education, School and Technologies and in the guiding theme: Educational Processes and Diversities. Special Education under the inclusive perspective is a reality that has been much in evidence for the past decades and has been inserted into every field of education. However, this reality has also revealed numerous challenges regarding the movement towards the educational inclusion of children with disabilities. The main goal of this research is to unveil public school teachers’ perceptions, from the city of Aragarças, in the state of Goiás, concerning the inclusion of students with disabilities. In regards to the methodology, it was chosen the phenomenological method; concerning the approach, it was chosen the qualitative research; as far as the approach to the goals is concerned, the exploratory research was chosen; in relation to the technical procedures, documental, field and bibliographical research; and, with respect to the data-collection instrument, the semi-structured interview. This study involved 5 (five) teachers, being each one from a different grade of elementary school (1st to 5th grade), in a public school in the city of Aragarças/GO. The study is grounded in scholars who contribute to the following topics: a) History of Special Education – Costa (2012), Mantoan (1989; 2010; 2015), Reis (2006; 2013), Sassaki (2010; 2012), Silva and Reis (2016); b) Special Education, Inclusion and Disability – Carvalho (2012), Freire (2000); Mantoan (2007; 2010; 2015); Reis (2006; 2013); Reis, Santos and Oliveira (2017); Sassaki (2012); c) Teacher education and pedagogical practices - Denari (2006); Denari e Costa (2024); Freire (2000); González (2007); Maturana (2016); Nóvoa (1992; 1995; 2001; 2006; 2007); Romagnolli (2008) ; Santos and Reis (2016); Tardif (2012); Tardif e Lessard (2007); among other authors. Moreover, it was used international legal political documents (DUDH; World Declaration about Education for All; Salamanca Statement; Guatemala Convention; International Convention about the rights of people with disability), national ones (Federal Republic Constitution of Brazil; LDBEN; PNEEPEI; LBI) and local ones (PME of the city of Aragarças, the School Regime for the Municipal teaching system of the city of Aragarças and the Political and Pedagogical Plan of the targeted school). The data analysis was based on dialectic hermeneutics and the data was structured considering two main axes: teacher education and conceptions of inclusion and their challenges. The results show that the teachers who participated in the study had not had subjects, during their undergraduate course, that contributed to an effective work towards students in situation of disability. The participants narrated that they had participated in continuing trainings to learn how to deal with inclusive demands. Regarding their conceptions of inclusion, there were different points of view. One acknowledges schools as a place to every person and claims that students in situation of disability has the right to access, permanence and to being attended according to their own needs. In the other perception, the conception of inclusion emerges depending on the student’s cognitive deficiency level who is in situation of disability, included in the group. The participants agreed to the movement towards inclusion, but their perceptions appeared to be less favorable when they needed to include students with more serious disabilities into their groups.