Formação de professores e o atendimento ao aluno com deficiência no ensino regular na perspectiva da educação inclusiva

Abstract

This study aims to investigate whether elementary school teachers (1st to 5th year), the municipal PR Rattlesnake feel prepared to serve students with disabilities who arrive at school and as it happens, the perception of these teachers, the initial and continuing to work with these students. We started from the hypothesis of possible weakness in the training process of teachers who meet these. Thus, understanding education as cultural-historical process that, in the face of human diversity, the challenge is to ensure and provide quality education for all, we tried to study about the legal provisions which ensure the educational process of children with disabilities and issues the relevant policies of Special Education / Inclusive Education, bringing authors like Baptista (2006) and Pietro (2006). As a theoretical framework, the Historical-Cultural Psychology Vygotsky, brought to the fore the concepts of the teacher's role as mediator, the concept of social interaction and zone of proximal development. These concepts are closely linked to the object of study of this research, since they reveal the importance of the context in which subjects are included, as well as the need for initial and continuing teacher to act as a mediator of the development process and learning. The empirical part of the research is qualitative using interview data collection. Were heard eight teachers of three schools serving students with a disability included in their regular education classrooms, in order to examine the weaknesses and needs in the course of their work. The results show that given the complexity of the role of the teacher who works in Special Education / Inclusive Education, it was found that their formation is still a concern to respond to the diversity of these students, who demand specific referrals from this area.