Inclusão de estudantes deficientes no contexto da formação docente

Abstract

The main objective of the research was to analyze the training of teachers who serve students with disabilities included in the regular classroom of the final grades of elementary school of two schools in the municipal public network. The research is based on the Critical Theory of Society framework, most notably in the texts of Theodor W. Adorno, Max Horkheimer and collaborators, seeking to understand how objective social conditions interfere in training, especially in teacher training. As for the methodological approach, it is an empirical investigation, with a qualitative approach and an exploratory field research type, which characterizes the conceptions of inclusive education in teacher education and inclusion of disabled students included in the regular classrooms of the municipal public school of São Luis. The instruments for data collection were: a semi-structured interview, use of a questionnaire to characterize the profile of the participants and analysis of legal documents that guide the municipal education policy. It was possible to verify that teacher training takes place in the municipality in a very disjointed way. Schools in the municipality are still adapting to receive disabled students in regular classroom. Teaching in the regular classroom is still precarious for the disabled students, a finding revealed in the speech of the teachers who declared they had no training to work in an inclusive classroom. Teachers’ knowledge about teacher training policy inclusive Education is minimal. All teachers stated that knowledge regarding inclusive education was not part of their formative trajectories, while recognizing the need to approach the theme in order to clarify issues related to inclusive education.