Perspectiva docente quanto à inclusão: aspectos pedagógicos e arquitetônicos em questão

Abstract

When reflecting on everyone´s right to education, we notice many positive and negative factors regarding its fulfillment, especially in the school context regarding the inclusion of students with disabilities, pervasive developmental disorders (PDD) and high abilities or giftedness. Or objective was to understand the teaching perspective regarding inclusion, considering the pedagogical and architectural aspects in the school context. The research was characterized as descriptive in nature with a qualitative approach in data collection and was carried out in four schools in the city of Manacapuru/Am. Twelve teachers from the final Years of Elementary School (EF) participated in the following subjects: Mathematics, Portuguese Language, Physical Educantion and Science. As a data collection instrument, we used the narrative interview, relying on the Discursive Textual Analysis (ATD) in the data analysis, emerging four categories: i) pedagogical aspects, distributed into four subcategories – 1) curricular adaptations, 2) resource rooms multifunctional (SRM), 3) pedagogical resources and 4) number of students per class; ii) teacher training; iii) guarantee of rights; and iv) school architectural aspects. We concluded that the school needs to restructure to meet the legal requirements regarding inclusion, even if teachers look for alternatives that will favor the pedagogical process, adjustments are still needed regarding the provision of training, pedagogical resources, the numerical readjusment of students, the guarantee of accessibility and the implementation of Specialized Educational Services (AEE) in more institutions. Therefore, it is necessary to look carefully at the internal school organization, so that it can ensure learning in the principles of inclusion considering the differences.