Processos de inclusão de alunos com necessidades educacionais especiais: estudo de um caso

Abstract

This research was carried out in a private teaching institution in the northern area of Rio de Janeiro, located in the Tijuca neighborhood, which includes in its interior possible interfaces that dialogue with the practice of inclusive education. The study included observations in the daily life of two classes of elementary school I, in addition to interviews with teachers, both regents and auxiliaries and pedagogical coordinators. With an ethnographic inspiration, it was sought, at first, to understand the concept of inclusive education that governs the practices of the institution in question. In the second moment, we began to observe the pedagogical practices that are directed to the students with special educational needs, central focus of this dissertation. From then on, in consonance with the knowledge built by the teachers, it was decided to work with authors who dialogue with the pedagogy of difference in the educational context, bringing a more human vision in the construction of identities and the reflection of the classroom as a space of possibilities. In this way, Carlos Skliar and Peter McLaren, corroborate for the reflection in the context of the differences; Phillippe Perrenoud, Vera Candau and Senna in the construction of the problem situations experienced by the teacher, that is, in the reflection on the pedagogical practice in the classroom and the possible assignments that are directed to it. It was noticed in the course of this study that the concept of inclusion brings together different senses, and that some of them are being faced by the teachers in their teaching activities. It was observed that open and flexible curricular practices are more powerful for the reception of children with SEN. It is believed that teacher training still requires significant investment.