Formação de professores e práticas pedagógicas no processo de inclusão escolar de crianças com deficiência: percepções docentes

Abstract

This study addresses teacher training and pedagogical practices from an inclusive perspective. The objective is to understand teachers’ perceptions about teacher training and pedagogical practices in the process of including children with disabilities. This is a qualitative study, whose data production occurred through a bibliographic survey, including legal documents, analysis of data made available in digital repositories and the application of questionnaires with 50 elementary school teachers, final years, from a municipal school in the city of Lauro de Freitas-BA. The historical contexts on which inclusion is based since the enactment of Human Rights and the recognition of the right to education as universal were identified, based on national legislation, public policies and educational theories. Among the main findings, it was possible to identify gaps in initial teacher training, with regard to content related to special/inclusive education; weakness and lack of theoretical-practical articulation in continuing education courses; precariousness of temporary contracts, hindering the continuity of pedagogical proposals and support for students in special education; insufficient material and human resources for specialized educational services; centralization and verticalization in public management decision-making for the implementation of public educational policies from an inclusive perspective.