Educação especial e inclusiva: desafios e perspectivas dos docentes no Ensino Fundamental, na Unidade Escolar Cônego Acilino em Valença do Piauí

Abstract

Special and inclusive education is guaranteed by law, so it is everyone's right and a duty of the family and the State, it must be promoted and encouraged with the support of society as a whole. It is the social function of the school environment to welcome all children, adolescents and young people equally, regardless of their physical, intellectual, social, emotional, linguistic conditions. This work aims to investigate the perspectives and challenges experienced by teachers with regard to special and inclusive education in the educational field. For the theoretical basis of the research, a bibliographic review was carried out bringing a historical allusion to inclusive education, emphasizing its evolution over time. This is a descriptive and exploratory research, where a problem will be exposed through a bibliographical survey and interviews in which an attempt is made to understand the problems and perspectives found by the teachers. For this, a qualitative approach interview was carried out with the teachers of the Cônego Acelino School Unit in the city of Valença do Piauí. An interview questionnaire was applied to three teachers (n=3) of the teaching staff of regular elementary education, at the Cônego Acilino Unit. The analysis and discussion of the research were presented through indirect citation and through graphics. The results of this study can support professionals in the field, as well as participating teachers, in promoting a more inclusive and egalitarian education, ensuring that all students, regardless of their specific educational needs, have access to an education of quality.