INCLUSÃO DE PESSOAS PORTADORAS DE NECESSIDADES ESPECIAIS NO ENSINO MÉDIO REGULAR DO COLÉGIO MUNICIPAL PELOTENSE

Abstract

Report, in this work, the research process, whose central theme dealt with the inclusion with the objective to identify the perception and practice of teachers on the inclusion of people with disabilities in regular High School of Municipal Pelotense School, presenting also limits and potential of this process. From the analysis of teaching practices, identified what they think and act as teachers in the face of the proposed inclusion. The expected contribution is related to its ability to enhance inclusive education, namely, one that consolidates a new educational paradigm for building a society open to all diversities. For this, the research developed through the qualitative approach, a case study, using interviews to collect data when subsequently realized textual analysis, the techniques as content analysis and discourse analysis. The interviews were conducted with thirteen teachers working with students with special needs. This approach allowed us to know the reality of education and teachers conceptions of a public school about inclusion. As references were used contributions from authors as Freire, Perrenoud, Maturana, Mantoan, Foucault, Omote, MARTINS, Glat, among others, which allowed me to build a clearer picture of the broad and thematic, allowing me the understanding of inclusive education and analyze the development of their practice, attending to the understanding that the school is a privileged space for the inclusion of various special needs. The conclusion is that research shows that both the school as most teachers are not prepared for inclusion to meet the legal and methodological guidelines of socio-educational inclusion, lacking equipment, specialized staff and teacher training continued to teachers