Trabalho docente voltado para a inclusão dos/as discentes com deficiência nas escolas públicas de Uruçuí - PI

Abstract

Inclusive Education is an issue that has been discussed for a long time, but it is a current issue that brings great reflection on how this education is happening, and how teachers are including students with disabilities in current times. Therefore, the present research aims to understand how Science teachers, from Elementary School – Early Years, carried out their teaching work to include students with disabilities during the period of isolation caused by the COVID-19 pandemic. in public schools in Uruçuí-PI. This research is classified as qualitative, with data collection and production through a questionnaire with seven open questions, its target audience is Science teachers in the regular classroom of Municipal Elementary Schools – Early Years in the city of Uruçuí – PI. Based on existing references on the topic and through the interpretation of data resulting from interviews with teachers, narratives were categorized for a more precise analysis, resulting in five categories. Based on the results obtained, it was possible to identify the challenges faced by teachers, including the lack of experience in teaching students with disabilities, the lack of technological resources on the part of the students, the lack of contact with students/ and family support. This research not only sheds light on pre-existing challenges, but also contributes to preparing educators for possible future remote periods, ensuring they are better equipped to provide inclusive and effective education