Desafios da prática pedagógica do professor dos anos iniciais do ensino fundamental no processo de inclusão de estudantes com deficiência

Abstract

This research, which focuses on Inclusive Education, approaches the challenge of the teacher’s work with students with disabilities in the initial years of elementary school based on the National Policy on Special Education in the Perspective of Inclusive Education. It is inserted in the line of research in Pedagogical Processes, Politics and Educational Management, of the Professional Master's Degree in Education of the Universidade Federal da Fronteira Sul (UFFS), Erechim campus. The motivation for the theme’s choosing arises from the personal and professional trajectory on the special education field and from the experience gained by formation courses with teachers from the initial years, in which Inclusive Education was always a debatable matter. Presently, it is an incontestable right and needs to advance in the educational process of students with disabilities. In this way, it is essential that schools improve their pedagogical practices, valuing and recognizing the differences. On this perspective, this research has the following investigation problem: Wich are the challenges of pedagogical work with students with disabilities in the initial years in the municipal schools of Erechim, RS? In order to comprehend this problematic, the guiding axis defines the objective of identifying the challenges of pedagogical work with students with disabilities in the initial years of elementary education in municipal schools in the municipality of Erechim, in order to propose a continuous education that contributes to the process of inclusion in schools. Thus, the study is characterized as qualitative, interpretative and descriptive research. In relation to the instruments of data collection used, the option is given by the observations with systematized script, logbook and semi-structured interviews. Starting from this methodological delimitation, the research happens in two Erechim’s municipal schools, in classes of the initial years of elementary education, with disabled students enrolled. The data analysis is based on Bardin (2002), with interpretation of communications and investigation of their senses. Finally, it pursuits the reflection around the data obtained in the study, as well as an answer to the problem in question. The research points out the teachers difficulties, such as: organization of activities that correspond to the needs of the student with a disability; concern with pedagogical classroom work to include all students; lack of continuous formation regarding uncertainty around inclusion and integration; the necessity of knowing more about the disabilities; the importance of different strategies in the classroom. Thereby, the study evidences, fundamentally, the need for specific continuous education on the deficiencies served in the classroom in order to assist teachers in the early years, as well as to contribute to the improvement of the Inclusive Education proposal in the municipality of Erechim.