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O professor e os desafios na perspectiva da educação inclusiva: as experiências no Instituto Federal de Educação Ciência e Tecnologia do Amapá (IFAP), Campus Macapá
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Abstract(s)
O professor tem buscado superar seus limites, pois incluiralunos com Necessidades Educacionais Especiais (NEE) em instituições de ensinotem setornado um desafio. A pesquisa apresenta a seguinte temática: Oprofessor e os desafios na perspectiva da educação inclusiva. A presente investigação tem como objetivo geral,conhecer os desafios que os professores enfrentam no contexto da inclusão de alunosno Instituto Federal de Educação Ciência e Tecnologia do Amapá (IFAP), campusMacapá-AP, e verificar como os professores assistem os alunos com NEE e concebem a inclusão. Ainda, buscou-se analisar como a formação inicial e continuada contribuem para o desenvolvimento profissional do professor. O estudo tem como participantes35 (trinta e cinco) professores que lecionam no ensino médio profissionalizante. Como metodologia,optou-se por um Estudo de Caso com um método predominantemente qualitativo. O instrumento de abordagem será por meio de uma entrevista semi-estruturada que contemplou os objetivos da dissertação. Os resultados da investigação indicam que os docentes ainda não estão totalmente preparados para atender os alunos com NEEs, devido a uma defasagem de formação inicial. Ainda, conclui-se que, apesar dos desafios para inerir os alunos com NEE na perspectiva da educação inclusiva, os professores demonstraram uma boa receptividade com mesmos e, conseguiram perceber avanços nos discentes a partir das metodologias e avaliações utilizadas. Como medidas sugeridas, propõe-se formação mais especializada e contínua, tanto para os professores do ensino regular, quanto para os docentes do Atendimento Educacional Especializado (AEE).
The teacher is seeking to overcome limits, ever since embracing students with Special Education Needs (SEN) in educational institutions has become a challenge. This research presented the following theme: main barriers for the teacher from the perspective of inclusive education. The investigation aimed to understand the difficulties that educators face in the context of inclusion in the Federal Institute of Education, Science and Technology of Amapá (IFAP), campus Macapá, and also intended to verify how teachers assist students with SEN and how they conceive “inclusion” itself. It was sought to analyze how the initial and continued formation contribute to the development of these professionals. The study counted with 35 (thirty-five) participants. All of them were educators who teach in technical/professionalizing level. As methodology, we opted for case study with a qualitative method, predominantly. The approach instrument was settled through a semi-structured interview that contemplated the dissertation objectives. Research results indicated that teachers are not yet fully prepared to attend students with SEN, due to a lack of initial training. Still, it is concluded that, despite all challenges to bring students with SEN into the perspective of inclusive education, teachers showed a good receptivity and were able to perceive advances in students’ performances based on the chosen methodologies and assessments. As suggested measures, a more specialized and continuous training is proposed, both for teachers of regular education, as well as for the teachers of Specialized Educational Services (SES).
The teacher is seeking to overcome limits, ever since embracing students with Special Education Needs (SEN) in educational institutions has become a challenge. This research presented the following theme: main barriers for the teacher from the perspective of inclusive education. The investigation aimed to understand the difficulties that educators face in the context of inclusion in the Federal Institute of Education, Science and Technology of Amapá (IFAP), campus Macapá, and also intended to verify how teachers assist students with SEN and how they conceive “inclusion” itself. It was sought to analyze how the initial and continued formation contribute to the development of these professionals. The study counted with 35 (thirty-five) participants. All of them were educators who teach in technical/professionalizing level. As methodology, we opted for case study with a qualitative method, predominantly. The approach instrument was settled through a semi-structured interview that contemplated the dissertation objectives. Research results indicated that teachers are not yet fully prepared to attend students with SEN, due to a lack of initial training. Still, it is concluded that, despite all challenges to bring students with SEN into the perspective of inclusive education, teachers showed a good receptivity and were able to perceive advances in students’ performances based on the chosen methodologies and assessments. As suggested measures, a more specialized and continuous training is proposed, both for teachers of regular education, as well as for the teachers of Specialized Educational Services (SES).
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Keywords
Educação inclusiva Formação de professores Alunos com necessidades educacionais especiais Inclusive education Teachers’ training Students with special educational needs