PROPOSTA DE INTERVENÇÃO EM FORMAÇÃO CONTINUADA DE PROFESSORES NA PERSPECTIVA INCLUSIVA: DESAFIOS E POSSIBILIDADES

Abstract

The inclusion of people with disabilities in the regular school system poses challenges for the educational system, provoking discussions regarding priority changes in the school context. It is necessary to understand the difference, not as something disabling, but to recognize it as part of the human condition, as there are still professionals who conceive the groups as homogeneous. In this sense, this research aims to analyze how the regulations of Resolution CNE/CEB nº 2/2001 have been contemplated, in two state public schools in southeastern Goiás, in order to contribute to the construction of a document to support the formation teacher to promote the inclusion of people with disabilities in the school space. We used as theoretical basis renowned authors in Special Education such as Mantoan (1997, 1998, 2003), Januzzi (2012), and also more recent authors who discuss the subject such as Villafuerte (2020) and Vieira (2020). Therefore, the analysis will be guided within the scope of the Resolution of the National Council of Education - Basic Education Chamber nº 2, of September 11, 2001 - Ministry of Education (CNE/CEB nº 2/2001) and was constituted of descriptive-collaborative research with a qualitative-quantitative approach, having as methodological procedures bibliographic, documental and field research. The investigation took place in two state public schools in southeastern Goiás, which offer basic education (Elementary School II and regular High School), respectively with a greater number of students with disabilities (School 1) and another with a lower number (School 2), with the first with a Multifunctional Resource Room and Specialized Educational Assistance (AEE). As a data collection instrument, an analysis of the two Political Pedagogical Projects (PPP) of these two School Units (EU) was carried out. Semi-structured interviews were carried out, composed of five topics, taking place by video call individually, with the two managers and their five pedagogical coordinators. A mixed questionnaire was applied via Google Forms, containing 20 questions to regular teachers who have students with disabilities in their classes, to 28 teachers. Both professors, managers and coordinators signed the Free and Informed Consent Term, as requested. It was found that the PPPs do not adequately present how school inclusion should occur in the EU, as well as, they do not distinguish the functions of each of the education professionals regarding this target audience and, erroneously bring some inadequate terminology. It was found that the initial training of most employees (managers, pedagogical coordinators and teachers) did not include school inclusion and their specializations cover areas of specific disciplines and not Special Education. The knowledge of these professors is basic with regard to Resolution CNE/CEB nº 2/2001, and they report many difficulties to carry out the deliberations of this guiding document. An educational product was then elaborated, in e-book format, entitled “Teacher Self-Training in the Inclusive Perspective”, which was made available and positively evaluated by the collaborators participating in the first phase of this research. We consider that we had a positive response, having achieved our objectives initially outlined and having collaborated in some way with the continuing education of teachers of Basic Education and Special Education. We consider that the scarcity of specific knowledge about Special Education is still visible in both schools and that for the effectiveness of school inclusion, employees, not only support teachers and AEE, should be provided with the possibility of self-training. It is understood that this training offered should provide opportunities for teachers to expand theoretical and legal knowledge, but above all it should cover knowledge and practices applicable in the daily life of classrooms.