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Os docentes do ensino fundamental e as suas perceções frente à inclusão de alunos com necessidades especiais
| Name: | Description: | Size: | Format: | |
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| 2.13 MB | Adobe PDF |
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Abstract(s)
Considera-se o tema abordado de extrema importância uma vez que a escola deve ser para todos sem distinção de raça, cor, gênero. Espera-se que traga informações a qualquer que seja a família que possua uma criança com necessidades especiais que precise ingressar no sistema de ensino. Ao que refere-se o objetivo geral, consistiu em compreender as percepções dos docentes do ensino fundamental frente à inclusão de alunos com necessidades especiais. A pesquisa foi realizada em três escolas estaduais de ensino fundamental da cidade de Santarém/ Pará, Brasil. Na coleta de dados utilizou-se um questionário que foi respondido por 55 participantes, que possibilitou conhecer as condições das escolas inclusivas e da formação dos professores; as possíveis fragilidades e potencialidades da educação inclusiva no universo estudado; a percepção do professor sobre o seu trabalho; e por fim o ponto de vista dos docentes na interação entre os alunos com e sem NEE. Conclui-se que nas escolas envolvidas, os professores têm na sua maioria turmas com mais de 21 alunos, sendo que de 1 a 3 alunos apresentam necessidades especiais. Existe uma divergência de ideias, em relação às condições da escola para receber estes alunos, pois em proporções quase iguais uns concordam parcialmente que o ambiente escolar está apto a receber alunos com NEE e outros discordam. No que se refere à formação a maioria dos participantes não tem nenhuma formação especializada em educação inclusiva. No âmbito da formação continuada os que frequentaram, apresentam entre 25 à 75h de formação na área, considerando-a boa. Sendo que 93% dos participantes da pesquisa afirmam que necessitam de formação na área da educação inclusiva. Conclui-se ainda que a pesquisa ajuda ampliar o desenvolvimento profissional dos professores, com foco nas séries iniciais do ensino fundamental. Sugestões práticas foram feitas aos tomadores de decisões públicas educacionais e as escolas. Os resultados alcançados neste estudo permitiram responder aos objetivos inicialmente propostos, haja vista que os dados mostraram que a falta de capacitação dos professores para atender alunos que necessitam de atendimento educacional especial, faz com que a inclusão seja vista como um problema por muitos professores, reitera-se a necessidade de consultar os gestores educacionais e participar ativamente das mudanças e modificações no ambiente escolar, tendo em vista que para uma inclusão satisfatória a escola precisa adquirir novos conhecimentos sobre o assunto por meio de reformulação do currículo de ensino.
The theme studied is considered of extreme importance since the school must be for everyone without distinction of race, color, gender. It is expected to bring information to any family that has a child with special needs who needs to enter the educational system. The general objective was to understand the perceptions of elementary school teachers regarding the inclusion of students with special needs. The research was carried out in three state elementary schools in the city of Santarém/ Pará, Brazil. In data collection, a questionnaire was used, which was answered by 55 participants, which made it possible to know the conditions of inclusive schools and teachers´ training; the possible weaknesses and potential of inclusive education in the studied universe; the teachers ´ perceptions of their work; and finally, the teachers' point of view in the interaction between students with special needs (SEN) and without special needs (WES). It is concluded that in the schools involved, teachers mostly have classes with more than 21 students, with 1 to 3 students has special needs. There is a divergence of ideas in relation to the school's conditions to receive these students, as in almost equal proportions some people agree that the school environment is able to receive students with SEN and others disagree. With regard to training, most participants do not have any specialized training in inclusive education. In the context of continuing education, those who attended, have between 25 to 75 hours of training in the area, considering it to be good. 93% of survey participants say they need training in the area of inclusive education. It is also concluded that the research helps to expand the professional development of teachers, focusing on the early grades of elementary school. Practical suggestions were made to policy decisions and educational public schools. The results obtained in this study allowed responding to the proposed objectives initially, taking into consideration that the data showed the lack of teacher training to serve students who need special educational assistance, makes inclusion to be seen as a problem by many teachers, the need to consult educational managers and actively participate in changes and modifications in the school environment is reiterated, considering that for a satisfactory inclusion the school needs to acquire new knowledge on the subject through redevelopment of the teaching curriculum.
The theme studied is considered of extreme importance since the school must be for everyone without distinction of race, color, gender. It is expected to bring information to any family that has a child with special needs who needs to enter the educational system. The general objective was to understand the perceptions of elementary school teachers regarding the inclusion of students with special needs. The research was carried out in three state elementary schools in the city of Santarém/ Pará, Brazil. In data collection, a questionnaire was used, which was answered by 55 participants, which made it possible to know the conditions of inclusive schools and teachers´ training; the possible weaknesses and potential of inclusive education in the studied universe; the teachers ´ perceptions of their work; and finally, the teachers' point of view in the interaction between students with special needs (SEN) and without special needs (WES). It is concluded that in the schools involved, teachers mostly have classes with more than 21 students, with 1 to 3 students has special needs. There is a divergence of ideas in relation to the school's conditions to receive these students, as in almost equal proportions some people agree that the school environment is able to receive students with SEN and others disagree. With regard to training, most participants do not have any specialized training in inclusive education. In the context of continuing education, those who attended, have between 25 to 75 hours of training in the area, considering it to be good. 93% of survey participants say they need training in the area of inclusive education. It is also concluded that the research helps to expand the professional development of teachers, focusing on the early grades of elementary school. Practical suggestions were made to policy decisions and educational public schools. The results obtained in this study allowed responding to the proposed objectives initially, taking into consideration that the data showed the lack of teacher training to serve students who need special educational assistance, makes inclusion to be seen as a problem by many teachers, the need to consult educational managers and actively participate in changes and modifications in the school environment is reiterated, considering that for a satisfactory inclusion the school needs to acquire new knowledge on the subject through redevelopment of the teaching curriculum.
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Keywords
Necessidades educativas especiais Educação inclusiva Formação de professores Inclusão escolar Percepção Special educational needs Inclusive education Teacher training School inclusion Perception