Desafios docentes relacionados a inclusão no espaço escolar

Abstract

Inclusive education can be understood as a modern definition of education whose main objective is to ensure everyone's constitutional right to education, therefore, it is linked to equality of opportunities, as well as the appreciation of differences in all imaginable spheres. In this way, inclusive pedagogical practices in the school context require systematization, qualified professionals, adapted resources and a curricular organization that meets the specific needs of students with disabilities. In view of this, the purpose of this scientific article is to identify, based on bibliographic research, what have been the main challenges faced by teachers with regard to inclusion in the school environment. To this end, it is necessary to pursue some specific objectives, such as: discussing Brazilian scientific production on access to education, surveying the state of the art on the challenges of inclusive education, describing the pedagogical practice of teachers who work in Educational Service rooms Specialized (AEE). To do this, we carried out qualitative research, through a literature survey in the Scielo and Google Scholar databases.