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Políticas públicas de educação inclusiva: o posicionamento dos docentes de Santo André - Brasil
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| 1.52 MB | Adobe PDF |
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Abstract(s)
Nas últimas décadas a inclusão escolar deixou de ser um ideal e passou a ser uma prática cotidiana, tornando-se responsabilidade dos órgãos competentes garanti-la e para que a inclusão verdadeiramente aconteça se faz necessário a consciência do docente sobre o seu papel fundamental de executar na prática tudo o que foi idealizado em teoria.
Este estudo tem como objetivo analisar a satisfação dos docentes de escolas públicas da cidade de Santo André frente à inclusão de alunos com deficiência, bem como analisar as práticas e percepções que os docentes da Educação Infantil e do Ensino Fundamental I possuem em torno da problemática.
Para o desenvolvimento empírico da pesquisa, participaram um total de 82 professores de diversas escolas da cidade de Santo André, com representantes da Educação Infantil e Ensino Fundamental I, aos quais foi aplicado um questionário para captação de dados.
Os resultados obtidos apontam que o tempo de serviço não influencia na satisfação em relação a inclusão, no entanto o grupo de docentes que atuam entre 6 e 11 anos demonstra-se mais insatisfeitos. Verificamos também que os docentes da Educação Infantil possuem maior disposição a incluir alunos com deficiência quando comparados aos docentes do Ensino Fundamental I. Observamos igualmente que os docentes que atuam em escolas periféricas são mais inclusivos do que os docentes de escolas centrais. Constatamos ainda que, os docentes da Educação Infantil buscam mais formações sobre a inclusão que os docentes do Ensino Fundamental I.
De nossa análise, no que diz respeito as barreiras e facilitadores percebidos pelos docentes em relação a inclusão dos alunos com deficiência, constata-se que existem ações e recursos para garantir a inclusão de tais alunos, no entanto não são suficientes. Observa-se também que os docentes não se sentem preparados para lidar com a inclusão de alunos com deficiência.
Por fim, constata-se com uma média ligeiramente favorável que os docentes concordam com a inclusão de todos os alunos, independentemente de sua deficiência.
In the last decades, the inclusion changed from an ideal to a daily practice, becoming the responsibility of the competent authorities to ensure it. For the inclusion to occur it is necessary for the teachers to be aware of their role in putting theory into practice. The aim of this study is to analyze the satisfaction of pre and elementary public-school teachers in Santo Andre city (Sao Paulo state, BR) about the inclusion of children with special needs, as well as, their practices and perceptions about it. For this purpose, a questionnaire about inclusion was applied to 82 pre and elementary school teachers from several schools in Santo Andre. The results showed that the number of years teaching do not influence the teacher’s satisfaction about inclusion. However, elementary school teachers demonstrated less satisfaction when compared with preschool teachers. It was observed that preschool teachers and teachers from peripheral schools have more disposition to put in practice the inclusion. We also verify that preschool teachers search more information about inclusion topic. Regarding the barriers and facilitators realized by teachers about inclusion it is noticed that there are not enough actions and resources to ensure it. It was also noticed by teachers that themselves do not feel prepared to execute the inclusion of children with special needs. Finally, it was verified a slightly favorable average of teachers who agree that inclusion should take place in schools regardless of their needs.
In the last decades, the inclusion changed from an ideal to a daily practice, becoming the responsibility of the competent authorities to ensure it. For the inclusion to occur it is necessary for the teachers to be aware of their role in putting theory into practice. The aim of this study is to analyze the satisfaction of pre and elementary public-school teachers in Santo Andre city (Sao Paulo state, BR) about the inclusion of children with special needs, as well as, their practices and perceptions about it. For this purpose, a questionnaire about inclusion was applied to 82 pre and elementary school teachers from several schools in Santo Andre. The results showed that the number of years teaching do not influence the teacher’s satisfaction about inclusion. However, elementary school teachers demonstrated less satisfaction when compared with preschool teachers. It was observed that preschool teachers and teachers from peripheral schools have more disposition to put in practice the inclusion. We also verify that preschool teachers search more information about inclusion topic. Regarding the barriers and facilitators realized by teachers about inclusion it is noticed that there are not enough actions and resources to ensure it. It was also noticed by teachers that themselves do not feel prepared to execute the inclusion of children with special needs. Finally, it was verified a slightly favorable average of teachers who agree that inclusion should take place in schools regardless of their needs.
Description
Keywords
Inclusão Políticas públicas Perspectiva dos docentes Inclusion Public policy Teacher’s perceptions