Percepções de professores de história sobre inclusão escolar na educação básica

Abstract

This dissertation focuses on the perceptions of History teachers in the final years of Elementary Education regarding the inclusion of special education students in regular classrooms. The central research question investigates: What are the perceptions of History teachers in the final years of Elementary Education in the municipal public schools of Paço do Lumiar about the inclusion of special education students? The general objective is to analyze these teachers' perceptions about the inclusion of special education students. The research is characterized as exploratory and descriptive, with a qualitative approach. The participants were eight History teachers from the final years of Elementary Education in the municipal public schools of Paço do Lumiar. The research was conducted in three schools of the municipal public network in Paço do Lumiar. Data were collected through semi-structured interviews. The main results indicate that these teachers face significant obstacles to the inclusion of special education students, such as lack of adequate initial and continuing training in Special/Inclusive Education, structural problems in schools, and difficulties in partnership between regular classroom teachers and Specialized Educational Assistance professionals. However, successful pedagogical practices were also observed, with one school showing significant advances in the inclusion process. It is concluded that, although there are limitations and challenges to be overcome, schools seek ways to promote school inclusion effectively, minimizing the limitations inherent to the material and attitudinal conditions of the researched environments.