As dificuldades e as possibilidades de professores de ciências diante da inclusão de alunos com deficiência

Abstract

Inclusive education is an increasing value in schools. However, many education professionals are not successful, but are not available for their training and, when finding an inclusion student, often do not know what to do, how to deal with and mainly do not know how to teach for that student. In this sense, this research, developed during the completion of coursework, since the school inclusion package of students with disabilities in two primary schools in the city of Realeza / PR, in the discipline of Sciences, is being developed. This is a qualitative research, in which questionnaires were developed with teachers who already had students of inclusion in their classrooms. A data analysis was performed based on Discursive Textual Analysis (MORAES and GALLIAZI, 2011). The data of the analysis guide a construction of three categories, being: school inclusion and teaching practice; difficulties faced by inclusion; possibilities for inclusive education. From the research, teachers may face many difficulties regarding inclusion as a consequence of teachers' lack of capacity in the perspective of inclusion. Inclusion, with greater workload and inclusive practices, is therefore essential, and it is a profound reality from the perspective of inclusion.