Inclusão educacional de alunos público-alvo da educação especial no Colégio Universitário – COLUN/UFMA: percepções do corpo docente

Abstract

The educational inclusion of students targeting special education needs to be contemplated by investigations that assume social commitments for the defense of rights and the aggregation of values and knowledge that can be shared with society. The general objective of this research was to analyze the perceptions of the teachers of the Colégio Universitário - COLUN of the Federal University of Maranhão - about their experiences with students targeting special education in the classroom. Thus, we sought to identify the unfolding of the concepts of Special Education constituted throughout history and its implications for the present; The objective was also to highlight the perceptions of Brazilian teachers about the inclusion of students targeting special education in educational institutions based on the State of the Art study and to interpret the perceptions of teachers at Colégio Universitário - COLUN about the educational inclusion of these students, as well as pointing out challenges and advances in this inclusion. A literature review was carried out with a theoretical and methodological contribution of a critical framework. In the methodological trajectory, document analysis, bibliographic and field research was used with the application of semi-structured interviews with 16 (sixteen) elementary school teachers from the faculty of the Colégio Universitário - COLUN. Among the results, it appears that the perception of the teaching staff is quite positive in relation to the inclusion of students targeting special education students at Colégio Universitário - COLUN / UFMA, that the actions are materialized from the creation of a sector responsible for inclusive education located within the College itself, as well as the hiring of specialized teachers to monitor students and support teachers. It is concluded that COLUN is a reference school for other public schools with regard to inclusive education based on the perceptions of most teachers, who also pointed out challenges and advances in the implementation of the inclusive education policy in the institution. As a challenge, they mentioned interpersonal relationships, pedagogical, financial and architectural aspects. As an advance, they indicated the creation of physical structures, the hiring of professionals, the support, monitoring and educational progression to / from students and the training and support in the construction of didactic materials. This work, regarding the educational field, promotes reflection on the need for policies that address human uniqueness as an essential factor for establishing the recognition of differences. In this sense, the perceptions now analyzed, point to the temperature of the inclusion processes of students targeting special education in the context of the investigated University College, enabling the unfolding to other institutional contexts, encouraging discussions, in order to establish actions for the effectiveness inclusion process.