Challenges of inclusive education in regular education from 6th to 9th grade in a municipal school of the city of Porto Grande, state of Amapá

Abstract

The present work consists of an assessment of the challenges that municipal schools face regarding inclusive education, analyzing the yearnings and expectations regarding the theme through the teacher’s eyes. Inclusive Education is still a great challenge to be faced today, even with the educational changes that have taken place throughout the history of Brazil, especially when it comes not only to include students with special educational needs in regular classrooms, but also, establish eff ective relationships that can favor equal care for all regardless of diversity, so that they feel, in fact, included in the school and social context. The present research has as its general objective: to analyze whether municipal schools and the teachers who work in them are (or feel) able to serve students with special educational needs and what diffi culties they feel in off ering inclusive education. As specifi c objectives: to determine the challenges faced by municipal teaching institutions of regular education regarding inclusive education; assess whether teachers are prepared and have support to carry out their teaching practice in serving these students; assess whether the school community is able to assist these students; assess the family’s involvement in inclusive education and determine its role in it. The research presents a qualitative-quantitative methodological approach. Bibliographic and documental research that supported the studies involving the theme were used, in addition to the fi eld research that was carried out in a municipal school in the city of Porto Grande/AP with teachers from the 6th to the 9th year who work with students with disabilities. special needs, pedagogical coordination and the parents or guardians of these students. The research revealed points of view that sometimes crossed and sometimes took diff erent paths, revealed that the adaptation of special students depends largely on the adaptations of material and didactic resources, on the behavior and acceptance of the school community towards these students, making the environment fi t to welcome them. It highlighted the anxieties and diffi culties that some teachers feel when teaching their classes and being able to insert students with specifi cities in them, because they feel the lack of guidance that meets the demand for a curricular component. It revealed how the relationship between family and school contributes to the eff ectiveness of inclusion.