Educação especial na perspectiva inclusiva: formação de professores em uma escola no município de Humaitá-Amazonas

Abstract

The inclusion of students with educational disabilities has been a matter of increasing concern for some teachers who work in regular classrooms. The present work aims to raise relevant aspects for Special Education in an inclusive perspective: training of teachers in a school in the municipality of Humaitá-Amazonas, who work in the regular classroom with students with disabilities. To do so, we will use as a starting point: national legislation such as the 1988 National Constitution, specific political guidelines from the Ministry of Education (MEC) such as the 1996 National Education Guidelines and Bases Law (LDBEN), among others, and specialized literature on the subject by some authors. as Mazzota (2005), Jannuzi (2004), Mantoan (2004 and 2006), Martins (2007), Baptista (2009 p.11), Silva (2010), Pimenta (2002), Freire (1996) Gatti (2009) among others. Where we will present: concepts used to define the subject with disability, how the authors address the issue of educational inclusion and teacher training, the teacher in his preparation to face reality. The text is divided into 6 sections. First, we will address the achievement of special education; special education in the state – AM, teacher training, research paths; teacher training in a municipal school in Humaità-Am, established in official documents. Next, we present the results of research on the topic. Finally, we outline alternatives for educational inclusion.