A formação docente diante dos desafios no processo de ensino e aprendizagem dos educandos com necessidades especiais: um estudo de caso na Unidade Escolar Básica Mariana Luz

Abstract

This research aimed to analyze the importance and contribution of teacher training in the teaching and learning process of students with special needs. Specifically, we sought to identify whether the initial training of teachers who assume the final grades of elementary school provides skills to work with students with special needs at the Mariana Luz Basic School Unit, in the municipality of Itapecuru Mirim/MA, and also to verify what challenges are experienced by them through the teaching and learning process of students with special needs. In order to carry out this work, numerous researches and studies related to the topic were necessary. Among the authors, we dialogue with: Carvalho (2008), Mantoan, (2003), Mendes (2010) and others. The documents were also read: Law of Directives and Bases of 1996; Resolution CNE/CEB n. 2 of September 11, 2001; National Guidelines for Special Education in Basic Education. The referent research had a bibliographic, qualitative and exploratory nature. Subsequently, a questionnaire was applied to the teachers who work in the aforementioned school in order to diagnose whether the initial training is providing skills to work with students with special needs. After carrying out the study, we showed that the process of including people with special needs in the school environment in the current context remains a challenge that will only be overcome when society as a whole understands that inclusion is not just a matter of law. , but a matter of knowledge and competence. Through the analysis of the data collected, it is evident that the school reality and its teachers do not consider themselves prepared to deal pedagogically with the process of inclusion of children with special needs because they understand that in their training process they obtained little or no information about this theme. It was also possible to verify that the perspective of inclusive education is a concept still obscure for educators. Data collection reveals that the inefficiency of pedagogical teacher training combined with the lack of commitment to public policies aimed at school inclusion and the deficit of engagement between the family and the school are the factors that collaborate with each other so that school inclusion does not materialize in institution in locus.