Práticas pedagógicas para alunos incluídos no ensino regular e a formação do professor na contemporaneidade

Abstract

This article monographic theme behind the Pedagogical Practices for students enrolled in the face of teacher training. For both main goals is to identify and analyze the methodologies used by teachers working with students included, as on the training of these teachers with the proposal of inclusive education. We adopted the theoretical biography of some authors. They are: Lev Vygotsky, Paulo Freire, Stainback major collaborators in studies related to inclusive education. Participated in this survey of teachers who taught 5th to 9th grade in public state schools. All teachers working with pupils included. The school where the research was performed belongs to the state schools, state of Tocantins. The interviews and observations were our means of investigation. After analyzing the data collected in the research allowed us to highlight that the inclusion of pupils with special educational needs is still small. We observed that few students included advancing learning. We also observed that teachers are unprepared to act within the Inclusive Education, a factor evident from the lack of training and information aimed at inclusion. The practice of inclusion, although sensitive to teachers, is still far from an adequate pedagogical reality. Considerations allow us to understand that there is need to rethink the pedagogical and structural organization of the school searched for the purposes of inclusion.