As estratégias pedagógicas e o processo de aprendizagem de alunos com deficiência: uma realidade na escola do campo

Abstract

This research aims to understand the pedagogical practices developed by teachers of a school in the field of the Municipal Education Network of Feira de Santana - BA, located in the District of Maria Quitéria, in the process of inclusion of students with special educational needs, enrolled in the years end of primary school. This research was carried out together with two teachers of this school, who work with students with disabilities and special educational needs, enrolled in the final years of Elementary School. A qualitative research was carried out, using questionnaires as a research tool, because it allows capturing the teachers' perceptions about the efficiency of pedagogical practices for the process of inclusion and learning of students with disabilities in the educational environment. The results showed that among the main implications of this study, we highlight that, although students with special educational needs have their enrollment and access to school guaranteed by law, the lack of accessibility, qualified education makes this education provided to them is neglected. In addition, the teachers investigated pointed out some difficulties for the teaching and learning of students with disabilities, and showed that despite the difficulties faced by the rural school and by them, such as lack of specialized didactic materials, lack of resources and lack of interest of public agencies, they are concerned with bringing to the classroom a differentiated methodology that can meet and motivate the understanding they need.