Inclusão na educação básica: formação continuada para professores de estudantes com deficiência

Abstract

This work was developed aiming at the study of Special Education through a seminar of continuous formation carried through with a group of teachers of Basic Education. This seminar was planned with the objective of contributing to the facing of difficulties in the teaching and learning processes by teachers of students with disabilities. The work with this theme is justified by the lack of specific training for Special Education, observed in the schools where the researcher works. It was observed that this lack has, as a consequence, unprepared teachers, both emotionally and pedagogically, to deal with the target audience of Special Education. In this sense, this research sought to answer the following question: "How to minimize the difficulties of teachers of students with disabilities, so that they can promote better learning conditions?" In order to answer it, the general objective was to investigate continuing education actions to minimize teachers' difficulties in the teaching and learning processes of students with disabilities. The planning and carrying out of actions that generated investigative data constituted qualitative research, which provided subsidies to increase the knowledge of the teaching and learning processes of teachers of target students of Special Education. The results obtained point to the importance of exchanging experiences between the teachers involved, based on studies and reflections, seeking to find diversified ways to work with students with disabilities, so that the learning can be relevant. It was also observed the importance of working with the skills and difficulties that students express in areas of proximal development, which shows that classroom interaction is also one of the challenges to be faced in this context. Through the seminar, participating teachers were able to face their fears and anxieties, studying and debating difficulties and possibilities of overcoming and, with this, showing themselves better prepared for Special Education.