A autoeficácia docente perante as práticas inclusivas de aprendizagem no Ensino Fundamental I

Abstract

Teaching self-efficacy is the teacher's assessment of his/her own abilities both to teach and to motivate all students in this process, regardless of the difficulties that each one of them may have. Therefore, the objective of this research is to analyze the perception of teachers, based on their beliefs, about their competence in implementing inclusive practices in Elementary School I in public schools in the West Zone of Manaus. This study is, therefore, applied research, carried out using a psychometric scale of an empirical-analytical nature, which is quantitative, observational and descriptive. The study was carried out with 37 teachers from municipal public schools located in the city of Manaus, state of Amazonas. The schools are located in the West Zone of the city and offer Elementary School I, from the 1st to the 5th year. The principal teachers of Elementary School I classrooms of the morning and afternoon shifts participated in the analysis of the scale. In order to investigate the relationship between self-efficacy and the application of inclusive methodologies with children in Elementary School I, teachers were invited to answer a Teaching Effectiveness Scale for Inclusive Practices (EEDPI), which is a translated and adapted version from English Teacher Efficacy for Inclusive Practices (TEIP) for the Brazilian reality, serving as an evaluative tool for the aforementioned research. In the first chapter, we present a brief overview of the development of inclusive education in Brazil; the inclusive practices and difficulties faced by teachers, in the second chapter, and the self-efficacy of teachers and the psycho-emotional difficulties faced with the practice of inclusive education; in the third, the methodological procedures are presented; and, finally, in the fourth chapter, we have the results and discussions of the data obtained to validate the application of the EEDPI in the Amazonian context, highlighting whether, in fact, this practice is being productive, what are the difficulties faced by teachers during its applicability and what are the psycho-emotional implications in the teaching staff of the public teaching network in Amazonas.