Banca de DEFESA: REGIANE LUZIA DE SOUZA

TEACHERS ON THE PATH TO INCLUSION: PERSPECTIVES FOR TEACHING NATURALSCIENCES AT ECDINO ENSINO FUNDAMENTAL I

Inclusive Education; Public policy; Teacher training.

Reflecting on school inclusion is not limited to ensuring the enrollment of students with disabilities and/or limitations in their cognitive and social development, it is supported beyond this perspective, it is necessary to understand each child as being unique and with different needs. The research sought to understand teaching practices, the main challenges faced in the educational process within the scope of Natural Sciences, and the extent to which public policies on inclusive education are or are not enabling the guarantee of assisted rights for students with intellectual disabilities enrolled in elementary education I of municipal education network of Cacoal and attended at the AEE of the Center for Neurological and Children's Rehabilitation of Cacoal-CERNIC. It is based on the hypothesis that there is a lack of coherence between public policies on educational services and the practices experienced in school spaces serving students with disabilities. The references will be based on authors who support inclusive education beyond school spaces, as well as in the social and family sphere. For the research, methodologies involving field research were used, with documentary analysis, and data collection took place through semi-structured interviews with open and closed questions. The qualitative analysis described vulnerabilities in the teaching-learning process in inclusive education, in order to diagnose the dichotomies between rights and school realities. Thus, it is expected that the results of this research can contribute to the reflection of the paradigms and challenges faced by educators and families of students with intellectual disabilities in the school inclusion process. In short, perhaps the discrepancies between public assisted care policies, teaching pedagogical practices and parental and social relationships can be mitigated or overcome, so that children with disabilities actually have the right to access inclusive education capable of thinking. them as human beings.