Construindo a educação inclusiva: experiência de formação continuada desenvolvida pela APAE/Caicó/RN para professores que atuam na rede regular

Abstract

The present study groups a set of reflections about the experience of continuous training offered by the APAE of Caicó and its contribution to the realization of inclusive pedagogical practices, involving students with disabilities. It had the APAE as its research environment based on authors such as Imbernón (2009, 2011); Nóvoa (1995); Vieira (2012, 2014); Alarcão (2005) and Mantoan (2003). It was also consulted legal instruments such as the Constituição Federal do Brasil (BRASIL, 1988), LBD nº 9.394/96 (BRASIL, 1996) and other documents considered important for this work construction. The research was guided by the qualitative approach, delimiting itself to a case study, in which documentary research was used as an instrument of information construction and the conducting of interviews by staff with teachers of the regular teaching system, municipal and state. Its main objective was to analyze the role of the APAE/Caicó in the teachers continuing education of regular municipal education network that work in an inclusive educational perspective. It was also guided by the following specific objectives: to identify historical and organizational aspects related to Associação de Pais e Amigos of exceptionals APAE/Caicó-RN; to characterize the pedagogical dimension of APAE Caicó and its role in the process of students schooling for it attends; identify the actions of continuing teacher training carried out by the APAE Caicó through the Project Experiencing Inclusion carried out by the APAE of Caicó; to analyze the implications of this training process on participants' practices in the perspective of inclusive education. The analyzes led us to note that the continuing education offered by the APAE Caicó does not guarantee an effective educational disabilities student inclusion since the only inclusion process is moving at a slow pace and requires a series of elements that do not only rise over the responsibility of the teacher, and it is not possible to be an effective inclusion in all the actions developed in the classroom and in the school environment from the training, however it has relevant incidence in the knowledge construction and constitutes an important way for inclusion in the municipality of Caicó-RN.