A inclusão escolar no município de São Fernando/RN: um estudo reflexivo

Abstract

Brazilian educational policy establishes that inclusive education is the most appropriate education structure to welcome diversity and overcome social inequalities. However, the main challenge to include students in an institution starts, initially, from the cultural transformation, from the conceptions of managers, professors and students. In this sense, it is essential to understand how inclusive education for atypical people occurs. The general objective of this work was to identify the main difficulties faced by the teachers of the three schools in the municipality of São Fernando/RN, in order to carry out the inclusive process in the classroom. The research was carried out through questionnaires with the teachers of the three public schools in the municipality. After data collection, the results were analyzed and discussed. It was concluded that, as much as teachers strive to contribute to the inclusive process, it is noticeable that there is no interest in investing in specialization or continuing education in the area of inclusive education, as well as this is not one of the concerns of these schools, because, with the number of students with disabilities in the school, no type of training has yet been promoted for their teachers.