Atuação do professor de ciências em escolas inclusivas da rede pública: comparativo entre Piauí e Maranhão

Abstract

The education of students with special educational needs (SEN) in common classes of education portrays the trajectory of the difficulties or potentialities of science teachers and related areas in constructing a collaborative work in the perspective of school inclusion. In this sense, the present work was developed in schools of the municipal network with the purpose of knowing and comparing the different forms of performance of teachers of a small municipality and a neighboring capital. The objective of this work was to perform a comparative study on the performance of Science teachers in the municipal public network of Maranhão and Piauí to teach in the perspective of Inclusive Education, using the interview technique for better flexibility of responses and expositions, with teachers in their school of performance. The results pointed to a partial equality of performance, in addition to that the teachers' perspective on the subject in question is delayed in relation to the new social / educational context that we live. This proposes a restructuring, both on the part of the educational system as well as the teacher training courses for undergraduate science courses on the training of qualified teachers in the specific area, but also on the inclusive context of classrooms. It is also necessary to review the real role of the teachers as well as of the schools, so that in this way the real work of school inclusion of these students can be promoted. The research also promotes future data for a new comparative in order to sum up in research that addresses the same context.