A Formação Continuada de Professores do Ensino Regular na Inclusão da pessoa com deficiência em Escolas Ribeirinhas de Santarém – Pará

Abstract

This research aims to train riverside teachers in regular education, specifically those who have students in special education. It is part of the Research Line Practices and Training Processes for Educators for Inclusive Education of the Master's Program in Inclusive Education – PROFEI at the State University of Ponta Grossa - UEPG. It aims to understand the continued training needs of regular education teachers in inclusion in river regions in the municipality of Santarém – PA. The specific objectives are: to identify schools that are in river regions in the municipality of Santarém; characterize specialized educational services in river regions; and, problematize continuing education policies and practices in the municipality of Santarém. The municipality in question has supported inclusive education since 1991, even if it was only in urban spaces. From 1999 onwards, the municipality started to serve the rural regions that cover its location. The methodological procedures included a literature review, document analysis and fieldwork carried out in four riverside schools with a focus on continuing education, through interviews with regular school teachers from the municipal public network of Santarém – Pará. The data collected led to the creation of an educational resource entitled “Guiding Document for Continuing Training and Support in the Pedagogical Practice of Riverine Teachers” which provides assistance to riverside teachers in their pedagogical practices with special education students. Furthermore, the document presents the characteristics of rural education, interrogating rural education; elements necessary for the construction of a Political and Pedagogical Project in accordance with the needs of rural schools; and proposals for continued training. The results show that although Santarém is constantly developing ways to rectify the policies inherent to the continued training of teachers in the context of rural (riverside) education and inclusive education, there are still many initiatives to be taken. In this way, it was clarified that the riverside teachers in the communities researched recognize their need for continued training, but that there is a whole dynamic involved, the workload to be completed, the distance that the training is carried out, the value offered by these training on a private network, etc. Above all, the speeches point out that it is not a process that depends solely on your wishes, it requires a significant look from the Department of Education into this teaching need.