Concepções e práticas de professores sobre a inclusão de pessoas com necessidades educacionais específicas na escola através da ludicidade

Abstract

The inclusion of people with specific needs in the school context and in formal education has still been a challenge for professionals in general, and more specifically for teachers who often feel powerless, either due to the lack of working conditions or due to the lack of training that prevents them from providing teaching that is capable of helping them learn. The objective of this study was to analyze the conceptions and practices of teachers regarding the inclusion of people with specific educational needs in the classroom through play. To achieve the desired purpose, we turned to renowned theorists who helped us to substantiate the categories reflected upon, namely: Maria Teresa Eglér Mantoan (2003), Antoni Zabala (2013), Romeu Sassaki (1997), Paulo Freire (1993), among others. The research was based on a qualitative, descriptive approach, using semi-structured interviews as an instrument for collecting information, applied to 08 (eight) teachers of the initial and final years, from different elementary schools, belonging to the municipality of Cruz das Almas-BA. The data were obtained and interpreted through content analysis and discussed in the light of renowned theorists such as: Laurence Bardin (1997). The results of the investigation indicated that most teachers do not feel prepared to deal with students with SEN, the majority stated that they do not use playfulness in their pedagogical practices, due to a lack of teaching material and the lack of mastery to carry out inclusive playful practices. The teachers demonstrated that they are aware of the importance of including students with SEN in the regular classroom, however, the lack of support and adequate training makes this inclusion more distant in everyday life. It can be concluded that teachers aspire to ensure that inclusion actually occurs in practice. However, various measures are necessary, such as ongoing training, an appropriate curriculum, appropriate resources and people prepared to assist teachers in the classroom, given that these students require special and closer attention.