A perspectiva docente sobre acesso à escola regular e práticas inclusivas para estudantes com necessidades educacionais especiais

Abstract

The present work discusses the educational inclusion of students with special educational needs (NEEs) in regular schools, looking at the teaching perspective on inclusive practices and accessibility. Thus, the research question that generated the analysis is found in the following question: What are the perceptions of the educators of a Elementary School about the inclusion of students with SEN to the regular school, considering access and pedagogical practice? Therefore, our objective with the accomplishment of this work was to know the perspectives that some educators of a school of the public network of the hinterland of Alagoas adopt on this subject. To this end, within our specific objectives, our intention was to deepen theoretical knowledge about school inclusion and inclusive practices to students with SEN, analyzing how these discourses produced about school inclusion are delivered by teachers and whether they converge with the perspective of the theory that advocates inclusive education. Thus, we carried out an empirical research with a qualitative approach, with the adoption of two (2) methodological instruments, which were: a) twelve (12) shifts of observations in four distinct classes of a regular school, (3) regular classrooms and one (1) class of the Multifunctional Resource Room (SRM); b) and semi-structured interviews with two (2) teachers. With the accomplishment of this research, we could identify that the teachers found difficulties and constant challenges in the process of school inclusion and in the educational practice; and that access to the regular school for some students with SEN was made unfeasible by the physical conditions of the students, alleged by the teachers, as they did not have helpers to provide them with the necessary support in the classroom (thus some remained only in the Specialized Educational Assistance (ESA) of the school's SRM).In other cases, the ESA offer was deregulated from what would be proposed, which also made the proposals of inclusive education unfeasible. This reality contributes to the lack of access not only to the physical dependencies of the school, on the part of children with SEN, but also the lack and difficulty of access to the content itself. Other factors that also corroborate this process are the lack of investments in the public education system to be offered, the lack of adequate and adequate materials for teachers to work with students with SEN, and the lack of continuous training provided by teachers. Finally, the teachers reveal that many measures still need to be taken to achieve inclusion in its real meaning, since, in practice up to the present moment, we perceive that it finds some obstacles to its consolidation. The demand for school inclusion has to do with daily practice, with investments and, above all, with the participation and attitudes taken by each one. And this is undoubtedly a great mission for us educators, that we need to think and rethink our practice and formation for inclusion, mobilizing the education scene.