A dificuldade do professor de ensino médio para implementar a política nacional de educação inclusiva

Abstract

This research investigated the implementation of politics of inclusion in the High School, in a public school in the Rio Grande do Sul. It was developed through a case study done during March-May, in the year 2011. The main objective was to analyze the process of implementation of the National Politics of Inclusion of people with disabilities in this school and to investigate possible difficulties of high school teachers to conduct school inclusion. The specific objectives were to assess the difficulties encountered by high school teachers to teach students with disabilities, the types of disabilities found in this school, the physical and objectives conditions to implement the "National Policy of Inclusion"(Ministry of Education, 2008) students in the inclusion process, analyze and systematize the laws regarding school inclusion, and investigate, with teachers, the difficulties encountered in day-to-day, to get the job done, considering the areas of knowledge and amount of work time with these students. The methodological approach was qualitative research, considering that this research has a subjective view, close to the ideal (Want, 2006). The theoretical basis for the study was qualitative and approached authors as Mazzotti (2006) and Godoy (1995), The data collection was done through questionnaires applied to the management team and high school teachers, also involving the analysis of laws and documents school inclusion. After the data collection and their analysis, concluded that educational inclusion is not realized in practice, many students even attend school regularly, have no access to education as others, and that teachers try to do their best job, but find it hard all day, or unprepared for a short time to perform an efficient job.