Educação inclusiva: formação de professores e seus contributos nas práticas pedagógicas

Abstract

This study analyzed how inclusive education is implemented in the classroom and how teachers develop inclusive practices with children with disabilities. The research covered historical aspects of inclusive education, teaching and learning of children with disabilities, teacher training in the scope of inclusive education, and inclusive practices in schools. With this we sought to answer the question: What are the contributions of teacher training in inclusive pedagogical practices? This research had the overall objective: understand the contributions of initial teacher training in pedagogical practices for inclusive education. As methodological procedures, a qualitative, exploratory, and field research approach was employed, involving document analysis, theory, semi-structured interviews, and systematic observation. The study drew on contributions from various authors, including Aranha (2005), Freire (1986, 1991, 2001, 2003, 2004, 2005), Libâneo (1990, 1994, 2005), Mantoan (2003), Martins (2009, 2012), Mazzotta (2005), Miranda; Galvão Filho (2012), Santos; Barbosa (2016), Silva; Garcez (2019), among others cited in the work. The research was carried out with two teachers from the municipal school system in Campo Maior, Piauí. Through this research it was found that the educational landscape requires significant changes regarding inclusive education and teaching children with disabilities. It is clear that despite the challenges faced by students, teachers, and the entire educational community, inclusive education is of paramount importance and is indisputable for promoting equity in education and society.