CONDIÇÕES CURRICULARES PARA UMA PRÁTICA EDUCATIVA INCLUSIVA: ESTUDO DE CASO EM ESCOLA ESTADUAL DE GOIÁS

Abstract

The research aimed to know the educational practices promoted for the inclusion of students with Special Educational Needs (SEN) in a public school of the state of Goias and the view of participants about the potential of these students for the working market. For that matter it was decided to carry out bibliographical, a documentary, and descriptive research as a methodological orientation. It is a study case of a qualitative approach such as instruments for data collection, semi-structured interviews, questionnaires, and documentary research. The individuals surveyed were the pedagogical coordinators, special needs teachers, and high school teachers in a classroom with students target audience with an inclusive education. Through documentary research it was possible to verify that in 2019. The school assists 15 students with SEN. In terms of teach education, among the 35 participants only 10 have courses related to inclusive education. Thus, we have found a demand for training focused on this particular area. Regarding the participants view of the working potential of students with SEN we observe that. Although admitting that students have the potential for such admission, not all were co-responsible with this issue. The reported educational practices we considered the need to expand the curriculum adaptations to favor the learning of students with SEN. Furthermore, a distance between a teacher and a student was signaled, such as between special needs teachers and leading teachers, which denotes a compromising disarticulation of the effective attendance for the students and their learning. In the face of the current situation we propose the realization of Pedagogical Workshop, rethinking the inclusion of students with special educational needs and employment training. The objective is promoting a moment of formation and collective reflection in which professionals could reconsider important concepts about inclusive education and the world of labour from the perspective of emancipation of the individual. It was possible to present important concepts involving the conceptual basis of vocational and technological education discussing the appreciation of the potential of the students with SEN needs of curricular adaptations and think aspects of pedagogical practices that can contribute to the development of all students. This way it is possible to collaborate with the future construction of training itineraries for professional and technological education to be implemented in the research school, as forseen in the Base Nacional Comum Curricular (BNCC) [Common National Curriculum Base]