Desafios da educação inclusiva e especial: rotina docente e práticas pedagógicas no município de Teresina/PI

Abstract

This research was developed within the scope of the Postgraduate Program in Inclusive Education - PROFEI, of the State University of Maranhão, and is included in the Research Line: Special Education from the Perspective of Inclusive Education. The study aims to analyze the difficulties faced by teachers in Early Childhood Education and Elementary Education I of the municipal education network of Teresina - PI, with regard to school inclusion. This work addresses issues related to teacher training, the support network and the methodologies used. The granting of authorizations - SEMEC Declaration and Teaching Unit, Research Ethics Committee of the State University of Maranhão) and Free Consent Form - was finalized in March 2024, subsequently the collection of the necessary information and the interview with the teachers began, followed by the analysis and interpretation of the data, culminating in the formulation of conclusions that aim to answer the proposed research problem in March 2025. As methodological procedures, an exploratory research was chosen, with a qualitative approach. Semi-structured interviews were conducted with 10 teachers from the Santa Maria Municipal Early Childhood Education Center, located in the eastern part of the city. Data analysis was based on the content analysis technique, according to Bardin, and organized into three main categories: (1) Pedagogical Support, (2) Continuing Education, and (3) Pedagogical Practices. The data reveal that the challenges faced daily by teachers include the lack of support from teaching assistants and the lack of collaborative planning with the Specialized Educational Service (SES) teacher. Regarding continuing education, lack of time, physical exhaustion, and, above all, mental exhaustion are factors that discourage teachers from seeking training. Therefore, it is concluded that the main difficulties faced daily by the teachers interviewed are linked to the lack of teaching assistants for support and the difficulty in communicating with SES professionals. Regarding continuing education, issues such as work overload, physical exhaustion, and mental fatigue represent considerable obstacles in the search for professional development and growth