Interfaces entre formação, inclusão e educação especial: com a palavra... os professores!

Abstract

The present study is the effort of promoting the reflection as to the teachers' formation that has been possible, and like that one walks of the formative process has been marking the inclusion out in education, especially what concerns the welcome of the pupils with deficiency in regular rooms, considering the contributions of a group of teachers in a course of continued formation. The questions on which this study was bent are based on the Critical Theory of the Society, specially represented by the thought of Theodor Adorno, which contributed in order that we debated aspects relative to the dimensions of society, culture, education and formation. We detach also some authors who devote themselves the themes teaching formation and inclusion in education, like Santos, Booth & Ainscow, Damasceno, Carvalho, Glat, Nóvoa, allowing them intertwine when they were proposed in this dissertation. This inquiry had how lócus of study a course of formation been still entitled “The diversity in classroom - Developing Cultures, Policies and Practices of Inclusion”, being his participants, teachers of the local authority of the Rio de Janeiro and adjacencies under the co- ordination of the National Observatory of Special Education (ONEESP) and of the Observatory of Special Education in the Rio de Janeiro (OEERJ). This course took the Index as a material práxico for Inclusion, which served like element trigger for construction of the projection and of the proposed activities. In this form this study had like objective: to identify in a course of continued formation of teachers the elements relative to the inclusion in education and welcomes of the students white-publicly of the special education; to characterize the Public Policies of Special Education in the perspective of the Included Education, considering his means of democratization of the education and of the school in the white-public process of inclusion of the students of the special education; and because of checking end if, and in way the basic material “ Index for Inclusion” contributed for ressignificação of his cultures, policies and practices in the school. Through the transcriptions and so-called written activities “Pleasure of House”, it was possible to note the approximation of the understanding on inclusion for part of the teachers with the understanding adopted in the proposal of the formation been still ruled in the Index for Inclusion, besides the reconstruction of his practices in the school daily life from sharing of experiences with other teachers.