A sala de aula com aluno incluído: desafios ao professor enquanto gestor de práticas pedagógicas emancipatórias

Abstract

In the inclusive educational perspective, the educational needs are present in a continuous form in the regular school; problematizations deriving from this process will be analyzed here. I start from a central point, which has offered guidelines for this investigation: Which effects has the Special Education National Policy on Inclusive Education had on the pedagogical practices of teachers of an inclusive school of Santa Maria, RS. The discussion referring to the public policy for the Special Education giving analytical ways that permeate in the pedagogical practice was developed through data collection; in order to do so, I have used an open questionnaire as an instrument and, afterwards, the content analysis. The interpersonal relations with the teachers and students of the institution where the research was carried out grow stronger in my everyday practice as a special educator; therefore, they are structured in a way to make it easy the access and the flexibility of the research. The intention was to unite my researcher voice and my special educator voice; a voice that had silenced many times during this process because of anxieties, doubts and uncertainties. Also it was intended to unite this voice with other voices that brought along their life experiences and conceptions about inclusion. This research must be “heard” from many voices that add up in a reflexive and constructive process. Inclusion goes way beyond words and legal directions that we witness, the process is characterized by the side-by-side living and by the school relations, thus the stresses and challenges because of the Inclusion Policy, for the success of the intended Education are linked to specific questions such as teacher formation and the construction of democratic-participating management, searching an education that focuses everybody‟s emancipation and humanization, without exceptions.