Inclusão de estudantes com deficiência no ensino regular: concepções e práticas pedagógicas de professores de escola pública

Abstract

The way of thinking about disability brings as a consequence the actions directed to people who have it. Until the mid-twentieth century these people were prevented from participating in common to all spaces. The 1988 constitution initiated the breakup of barriers to inclusion of these people in the social environment, guaranteeing their right to educational services in the regular school system. However this reality began to be modified, since 1990, the World Declaration on Education for All (UNESCO). Thus, guided by the legal assumptions about educational inclusion and certain that education is constituted as a human right, is it justified the importance of this study, which set out to investigate: What are the concepts and teaching of high school teachers practices working with students with disabilities in regular schools? Therefore the aim of this study: Understanding the design of teachers on learning disabled students in the regular school system; Characterize the pedagogical practices used in the classroom by teachers who serve students with disabilities; Discuss the relationship established between the conceptions and pedagogical practices used by teachers meeting the students with disabilities. According to the classification and design of the research, we chose the qualitative method of the exploratory type, and its development was used the methodological approach of "case study". The participants were 11 teachers of the Territorial Centre for Professional Education (CETEP) Reconcavo II Alberto Tôrres that serve students with disabilities in their classes. Thus the data point to the need for continuing education of the participants as well as the need for changes in their conceptions of disability and student learning to hold, because they end up limiting their pedagogical actions by ideas that bring disability and possibility of learning in their students.