Inclusão escolar: as experiências do Grupo de Discussão do Instituto Federal Catarinense - Campus sombrio

Abstract

This Master thesis is a case study on the discussion group of Campus Sombrio, that was started in 2008, involving teachers, educational managers in the field, and pedagogical team. The Group was established in order to upgrade, exchange of teaching experience and further studies about the inclusion of students with specific needs. The research objective was to evaluate the role of this group as training instance, regarding the understanding of inclusive education and its influence on teaching practice. To this end, we identified the profile of teachers; we sought to clear the understandings of inclusion by teachers, identifying the difficulties encountered by them in the inclusion process, and what changes in teaching practices from the discussions. The methodological procedures of this study were divided into three phases: exploratory, data collection and systematic analysis of the data. The exploratory phase aimed at the characterization of the search field. The phase of data collection occurred through the techniques of systematic observation (field diary) and questionnaire. The field diary was adopted from the second half of 2009, while the questionnaire was administered early in the second half of 2010. The phase of analysis of data consisted of an organization of collected data and its interpretation by the technique of content analysis. At the end of the investigation we could conclude that the understanding of inclusive education involves an understanding of learning which refers to different concepts and assumptions; that the main difficulties that focus on pedagogical interventions - face to special needs; that the discussions have led to reflections on the needs of students and on teaching performance against them, especially in identifying and carrying out some adjustments in the classroom, which characterizes changes. In the end, it was realized that the school routine presented as focus of the group discussions from their challenges, difficulties and experiences, appears as a possibility of a space of training to the educators. Likewise, the time of development of the group emerges as a positive opening and a legitimization space for such discussions, as well as its consolidation as a policy of inclusion of the IFC - Campus Sombrio.