Formação continuada de professores e docência inclusiva

Abstract

When discussing the inclusion of students with disabilities within regular classroom settings, especially when inclusion processes are legalized, apparently the challenges are solved, however, the reality is different, there are numerous obstacles encountered in implementing quality education that serves all students. In this regard, listening to the teachers about how this process is unfolded is crucial. Based on this premise, the problem of this study is linked to the need to analyze, within the context of inclusive education, what has been problematized by teachers participating in a further education course. The research emerged through an Extension Project offered by the Faculdade de Educação of Universidade Federal de Catalão (UFCAT) to education professionals in the municipal education network of Goiandira, Goiás, providing teachers with opportunities for studies, sharing, and knowledge-building on school inclusion. The project "Formação Continuada de Professores e Docência Inclusiva " aims to analyze the perceptions of teachers participating in the continuing education course regarding the process of school inclusion. The research in question adopts a qualitative approach and positions participatory action research as the pathway to data construction. During the extension project, six face-to-face training sessions were conducted, focusing on specific themes defined by the participants themselves. Questionnaires with open-ended questions were administered to allow the teachers to express their experiences, challenges, and strategies related to each discussed topic. The results reveal that one of the greatest challenges faced is the lack of adequate training to work with students within the Specialized Educational Assistance Plan (PAEE). Besides continuing education, other challenges including the absence of effective public policies, inadequate physical infrastructure, and a lack of specific teaching and pedagogical materials for working with the target audience of special education students. From the teachers' statements, it's evident that various strategies have been developed to meet the needs of students with disabilities and those with some form of disorder, such as individualized educational planning and curriculum adaptation. Thus, it's necessary to create strategies and tools to overcome the challenge of educating and ensuring full educational development so that all students, regardless of disabilities, can achieve an adequate level of learning.