A formação dos(as) professores(as) de artes no contexto da educação inclusiva: uma fonte emancipatória e plural da humanidade

Abstract

This research aims to investigate the training of teachers (as) of Arts and bidocentes municipal public schools of Concórdia/ SC, focusing on inclusive education and collaboration, in order to understand the potential and challenges for inclusive pedagogical practice. This objective is proposed in view of the importance of promoting school inclusion and respect for differences, with emphasis on the integral development of Special Education students. It is based on the understanding that artistic manifestations, as cultural expressions, enable the construction of a more democratic school environment, welcoming and sensitive to diversity, favoring the recognition and appreciation of students' singularities. The research, with a qualitative approach, is based on bibliographic analysis, documentary and semi-structured interviews with three teachers (as) of Arts from the Regular Education network and three Special Education students, working in two schools of the Municipal Network of Concórdia/ SC. For the treatment of data, it was used the Discursive Textual Analysis (DTA), as proposed by Moraes and Galiazzi (2007). The theoretical framework includes authors who discuss teacher training, the history of special education and public policies for inclusion, as well as documents and legislation that regulate the right to inclusive education. As an educational product, training pedagogical workshops were developed with the theme "Arts tool for educational inclusion: strategies and practices for students with disabilities", aimed at teachers (as) of special education and arts. The training, with a total workload of 8 hours, took place in person over three days at the Municipal School GEM Maria Melânia Siqueira, with registrations made through the "Educar Web" portal. The results indicate that artistic practices, when intentionally planned, favor collaborative teaching and the inclusion of students with disabilities, contributing to the construction of a more equitable school, creative and committed to human development in its entirety. It is hoped that the findings of this research can strengthen pedagogical practices and arts teaching in the perspective of inclusion, encouraging the use of art as an emancipatory and plural medium in the context of Special Education.