Educação inclusiva: uma análise no processo de inclusão dos alunos com Necessidades Educacionais Específicas no ensino fundamental anos iniciais na Escola Municipal José Arimatéa Nunes em Pinheiro - MA

Abstract

The inclusion of students with Specific Educational Needs has been widely discussed in the educational field, with a view to guaranteeing the principle of assuring the access and permanence of this public. This TCC aimed to analyze how the process of inclusion of students with SEN occurs from the point of view of educators who teach in Elementary School Anos Iniciais at Escola Municipal José de Arimatéa Nunes in Pinheiro - MA. The research was carried out from a qualitative approach, bibliographic survey and field research, using a semi-structured questionnaire with the regent teachers, inclusive teachers and AEE teachers. For the literature review, we searched for books, Course Completion Work/TCC and Scientific Articles using Google Scholar as a source of consultation. A temporal cut of studies from the year 2013 to 2023 was sought. Thus, authors such as Neto et al (2018); Lima (2021); Birth (2015); Barros, Silva and Costa (2015); Lebanon (2014); Carvalho (2015); Chagas, Mattos e Fumes (2021) and others, were essential. The data obtained allowed inferring that the target school of the research meets the basic aspects of attending students with specific educational needs, in contrast with regard to methodological practices for the promotion of educational inclusion, given that teachers experience difficulties in include these students in your classes. This fact points to a need for greater reflection and investment both in initial teacher education and in the process of continuing education in the field of special education.