As percepções dos professores da Escola Estadual Professor Varela Barca sobre educação especial e a contribuição dos professores NEE em sala de aula

Abstract

The significant increase in the number of students with special educational needs arriving at schools demonstrates the importance of the topic and the need to seek the inclusion of these students in different spaces, especially at school. Based on this, the present work aimed to understand the perceptions of the tenured teachers of the Professor Varela Barca State School about the concept of Special Education and its importance. To this end, we used a qualitative approach, through the application of a questionnaire and bibliographic research in legislation and authors such as Mazzotta (2001), Jannuzzi (2004), Sassaki (1997), Miranda (2008), Souza (2020), Rodrigues and Medeiros (2023), Papim (2020), Gama (2023) who discuss the topic. The results show that most teachers perceive Special Education from the perspective of Inclusive Education, which demonstrates the willingness to carry out teaching and learning of students according to their specificities, guaranteeing their development. At the same time, it is clear that initial and ongoing training is essential for professionals to provide quality services for the development of students. It is also necessary to highlight the difficulties faced by these professionals, where training, as well as other factors, can improve performance and consequently assist the teaching and learning process of these students. Thus, there is a clear need for the State to promote actions that seek to fill these gaps and consequently be effective in its responsibility to promote education.