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Os desafios dos professores do ensino fundamental em trabalhar a inclusão de alunos com transtorno do desenvolvimento intelectual no município de Mazagão Novo/AP
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Abstract(s)
Esta investigação tem por finalidade identificar as dificuldades dos professores em trabalhar a inclusão de alunos com Transtorno do Desenvolvimento Intelectual no Ensino Fundamental. Considerando as orientações de uma educação inclusiva, alicerçada na Lei Brasileira de Inclusão da Pessoa com Deficiência (LBI), pretende-se verificar de que forma este aluno está sendo pensado no momento das atividades de ensino aprendizagem, perceber as consequências das atitudes e conhecimentos dos professores no que se refere alunos com Transtorno do Desenvolvimento Intelectual (TDI). O estudo empírico partiu de uma pesquisa de campo, com abordagem quantitativa, envolvendo 38 professores do ensino fundamental da Escola Estadual Dr. Murilo Braga e a Escola Estadual Manoel Queiroz Benjamim, onde utilizou-se como instrumento de coleta de dados, um questionário. Os resultados da pesquisa mostraram que a falta de formação continuada em ambas as escolas campo da pesquisa apresenta-se como um dos principais problemas e desafios que estas instituições de ensino enfrentam diante da inclusão escolar do aluno com TDI, pois, muitos destes ao adentrarem as salas de aulas comuns se deparam com profissionais que não tem conhecimento sobre as necessidades de aprendizagem desses alunos e, por isso, o processo de inclusão fica totalmente comprometido. A partir dessa afirmação, é importante que professores estejam cientes de que a formação continuada precisa se fazer presente no contexto escolar vigente, para que a educação inclusiva seja desenvolvida em uma base sólida.
This investigation aims to identify the difficulties of teachers in working with the inclusion of students with Intellectual Development Disorder in Elementary School. Considering the guidelines of an inclusive education, based on the Brazilian Law for the Inclusion of Persons with Disabilities (LBI), it is intended to verify how this student is being thought of at the time of teaching-learning activities, to understand the consequences of the attitudes and knowledge of the students. teachers with regard to students with Intellectual Development Disorder (PDD). The empirical study started from a field research, with a quantitative approach, involving 38 elementary school teachers from Escola Estadual Dr. Murilo Braga and the Manoel Queiroz Benjamim State School, where a questionnaire was used as a data collection instrument. The research results showed that the lack of continuing education in both schools, field of research, presents itself as one of the main problems and challenges that these educational institutions face in the face of the school inclusion of the student with TDI, since many of these, when entering the common classrooms are faced with professionals who are not aware of the learning needs of these students and, therefore, the inclusion process is totally compromised. From this statement, it is important that teachers are aware that continuing education needs to be present in the current school context, so that inclusive education is developed on a solid basis.
This investigation aims to identify the difficulties of teachers in working with the inclusion of students with Intellectual Development Disorder in Elementary School. Considering the guidelines of an inclusive education, based on the Brazilian Law for the Inclusion of Persons with Disabilities (LBI), it is intended to verify how this student is being thought of at the time of teaching-learning activities, to understand the consequences of the attitudes and knowledge of the students. teachers with regard to students with Intellectual Development Disorder (PDD). The empirical study started from a field research, with a quantitative approach, involving 38 elementary school teachers from Escola Estadual Dr. Murilo Braga and the Manoel Queiroz Benjamim State School, where a questionnaire was used as a data collection instrument. The research results showed that the lack of continuing education in both schools, field of research, presents itself as one of the main problems and challenges that these educational institutions face in the face of the school inclusion of the student with TDI, since many of these, when entering the common classrooms are faced with professionals who are not aware of the learning needs of these students and, therefore, the inclusion process is totally compromised. From this statement, it is important that teachers are aware that continuing education needs to be present in the current school context, so that inclusive education is developed on a solid basis.
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Keywords
Transtorno do desenvolvimento intelectual Professor Inclusão Intellectual development disorder Teacher Inclusion