Processos para efetivação da inclusão em escolas municipais de São Mateus do Sul/PR: Olhares para o professor

Abstract

The increase in the number of students with specific educational needs in Brazilian Basic Education highlights the importance of special education from an inclusive perspective, although this is not yet an educational policy that is fully understood and implemented. In view of this, this research aims to analyze the processes of school inclusion in municipal schools in São Mateus do Sul/PR, with a specific focus on the practices of Elementary School teachers. The methodology adopted was field research with qualitative approach. Semi-structured interviews were conducted with twenty teachers from the municipal public school system, covering both rural and urban areas. The interviews were recorded, transcribed and analyzed using Laurence Bardin's (2016) content analysis technique. The results showed significant gaps in the initial and continuing training of teachers, especially in the management of specific educational needs and curricular adaptation. In response to these gaps, an educational product was developed in the form of a digital book, which includes definitions, history of legislation, statistical data and a collection of good practices in inclusive education, based on voluntary contributions from teachers. This material aims to support the continued training of teachers, promoting a more inclusive and effective practice. The results of this research provide important input for improving educational policies aimed at school inclusion and suggest the need for training actions that are more targeted to the teachers' demands.