Práticas pedagógicas docentes na educação básica em Duque de Caxias: as dificuldades e barreiras para educação inclusiva

Abstract

This research discusses Special Education from the perspective of Inclusive Education, with an emphasis on the pedagogical practices developed by teachers who work in regular teaching classes in Basic Education, especially highlighting the main challenges, obstacles and paradigms encountered by teachers in the implementation of inclusive teaching. This is a qualitative investigation developed in the municipal network of Duque de Caxias, a municipality in Baixada Fluminense, in the state of Rio de Janeiro, more precisely investigating one of the school units in the network, whose objective is to investigate what have been the main challenges encountered in the realities experienced by teachers in Basic Education schools in the municipal network with regard to pedagogical practices from an inclusive perspective, envisioning the effective guarantee of Inclusive Education for students with special educational needs in regular teaching classes. The theoretical discussion is anchored in debates surrounding the concept of Inclusive Education, aiming to transcend the mere guarantee of access to education through school enrollment. To this end, continuing education and in-service training are addressed as crucial tools for the redefinition of teaching practices, fostering a critical action-reflection-action mechanism and a transformative pedagogical approach. The study is inserted in the theoretical assumptions of the contributions of Jürgen Habermas' philosophy, by defending the ideas of linguistic interactions by consensus, where speaker and interlocutor act to reach an understanding, opportune for the debate permeated by reflections between teaching practices and continuing education, within the scope of Lev Vygotsky’s historical-cultural theory. The research subjects were twelve teachers who work in the initial years of elementary school I, who participated through interviews and whose data were analyzed qualitatively through content analysis. The data showed that, despite the discussion of teacher training from the perspective of inclusive practices, it is still a subject lacking and with significant gaps. Concluding, therefore, with the reflections that to be a teacher, mastery of a certain content is not enough. Therefore, continuous teacher training is urgent given the current needs of education and needs to be in constant dialogue with the reality of school units.