A inclusão de pessoas com deficiência e necessidades educativas especiais no ensino regular: vozes e significados

Abstract

This text aims to report a survey conducted in two public schools in the municipality of Irati, in the state of Paraná. The research aimed to analyze the school trajectory of students with disabilities and their learning results. The research was carried out in three stages, the first being the observation of school everyday, in the various spaces and times that make up the school. The second stage consisted of observations made in the classroom. The third stage included semi-structured interviews with teachers who agreed to participate in the research, in the search for the identification of teachers' conceptions about the inclusion of students in common teaching. The foundation of this research was based on the historical-cultural approach, which has as reference authors: Vygotsky (1991), Leontiev (1978). We also consulted authors that deal with the learning of students with disabilities, such as Stainbach and Stainbach (1992). It was also used authors who deal with school every day, such as Heller (1970, 1987). The analysis of the results indicated that, although access to school is guaranteed, through current legislation, the daily life of the school did not suffer significant change, which did not contribute to the students' learning success. However, it is understood that the learning of students with disabilities is possible and intervening actions of teachers can contribute significantly to the learning of students with disabilities