Educação inclusiva e formação de professores no alto Juruá

Abstract

The question of the teachers qualification is a theme that deserves not only be considered, but also rethought concerning its relevance, because training teachers is a long-term project steady in both present and future, once those teachers will instruct our children, who will be in fact, the men of tomorrow s society. Accordingly, we ask ourselves about how good the teachers are being prepared, as well as what means and Special Education tools they have been receiving. The objectives of this research, besides to enable the reflection about the teachers qualification and inclusive education theme in the region of High Juruá River, look for investigating the formative process of the teachers, considering the reality on the Eirunepé and Envira towns, then checking whether the contents being worked in this process fits the students with Special Teaching Needs, embracing the inclusion as a conquest and an undeniable right in accordance to the Brazilian Education Law Code. It is not acceptable for a teacher, whatever subject it is, that does not seek the underlying message conveyed by the words of the President, the news, interviews, soap operas, school books, literary texts, the pedagogical speech or his own values and beliefs, nor criticizes his surrounding and always takes everything for granted without any question. When we started our research, we did not place ourselves in the lowest rank of knowledge, on the contrary, we have use of our background knowledge, which has lead to the need of researching as much as we felt it was necessary. As means of gathering data, we used semi-structured interviews, encompassing the research subjects of Envira and Eirunepé towns. The interviews embraced teachers, school directors, Education Secretaries, education coordinators and the parents of children with special teaching needs. The field report was a constant companion through all the stages of the present project. The results of this research showed that not only both State and City Education Secretaries of the towns mentioned before, do not offer any activity targeting the development of the special teaching needs children, but also the teachers are not prepared, nor there is a lack of public policies either. We hope, with this research, to improve the teaching at the mentioned towns, providing ideas that may promote inclusive education, by turning it into a common practice.