Demandas de Professores Decorrentes da Inclusão Escolar

Abstract

After implementing public policies for school inclusion, the number of students with special educational needs in regular classes has increased. This fact has helped to compose the picture in schools in which the limitations and contradictions of the Brazilian educational system have appeared. Educational actors and authors are challenged to build knowledge capable of responding to the demands of daily school related to living together and learning in diversity. Since this inclusive process is new to schools, the study aimed to analyze teacher demands in the school inclusion context. The research was qualitative and exploratory, and the participants were six teachers, their students with special educational needs and three professionals in the Nucleus of Inclusive Education from the Municipal Department of Education. Data was collected using the participant observation technique, a field diary, semi-structured interviews, questionnaires, and the discussion of the data was carried out through analysis of content. The results indicate that there are achievements and contradictions in the reality of schools that assign themselves as inclusive schools; there have been advances and limitations resulting from municipal policies; the model of performance of the group of special education, in the analyzed context, may be revised or expanded; and teachers have demands with regard to public policy, training, and issues to be raised with psychologists.