Educação inclusiva e formação de professores no município de Iranduba

Abstract

Ignoring the individuality within diversity and stating the great amount of students at the classroom does not allow individualized attention has been according to some teachers, one of the main obstacles to the inclusive education process. Each one of the many individualities has a unique history, and a particular pattern on how to cope with reality and the educational processes, and that must not be ignored. Our main objective is to investigate the teachers formative process in the Iranduba town, as well as its contents and how they are dealt with, targeting those with special needs at the mentioned city schools and their inclusion. In Iranduba-AM, we do not know of any school that attends students with special needs, in accordance with a City Education Secretary s proposal. Son, we wonder why that city does not offer this service, and what kind of specific training its teachers received or are receiving to better fit those children? Many difficulties appear when the school does not allow the access of the different student to common educational situation, proposed to the remaining students. The special needs some students may present have to be managed with by means of a regular curriculum, whether it is adapted or not. The research was carried out at the public schools of Iranduba, targeting: 1. Teachers; 2. Managers; 3. City Education Board; City Education Secretary and 5. city education boar technique team. This current research has a qualitative focus. The study was developed through bibliographical and internet homepages inquiry, documents analysis, and field research, making use of the semi-structured and halfopen questionnaires. By studying the answers of interviewed people, we have found out that, according to their standards, the Special Education theme was approached in general, therefore not accomplishing matters concerning inclusive education itself. We have also noticed that, as this research was being carried out with, the city of Iranduba did not have a clear inclusive education proposal, i. e., it lacked any education policy regarding special needs students. The parents are concerned about this situation, as all of them state that: the school is prejudiced and it is not prepared to receive my son . But, it is possible to change the city s educational reality. The interviews are full of the worries and dreams of those teachers. They must be heard. It is because of all these reasons, we highlight, it is urgent to develop educational policies able to promote actions to foster citizenship, recognizing the right of being different.