Políticas de formação continuada de professores em uma perspectiva inclusiva: uma abordagem reflexiva dos docentes do ensino fundamental I

Abstract

This dissertation is linked to Research Line 1 “Public Policies in Education, Educational Practices and Diversity” for the Master of Education Program held by the Universidade do Oeste Paulista (UNOESTE). The central theme is Special Education from the perspective of Inclusive Education, which is a current theme in the context of Brazil's educational policies, laws and guidelines based on the conception of human rights, which evolve to change the educational system at all levels. In this sense, the research is directed to the context of the 2008 National Policy for Special Education in the Inclusive Education Perspective (NPSEIEP), as it refers to teachers continuing education in the regular class and what is the reflexive approach that teachers of this educational segment take, about the training proposals present in the document. The discussion about the applicability of the 2008 NPSEIEP has been increasing in scientific research, but the elementary school teachers’ speeches have been diverging from the objectives of the above-mentioned policy, given that the reality of teacher education seems to be far from the objective of this policy. The main objective is to analyze, under the perspective of the common-class teachers in the regular education, the NPSEIEP proposal hereby discussed, regarding the continuing education. It is intended to conduct a research of qualitative approach, beginning with a bibliographic review that will include the analysis of scientific productions in the last 10 years, followed by a documentary research which will be carried out based on the legal frameworks from 1961 to the present, culminating in the NPSEIEP. After the literature review and documentary research it will be conducted semi-structured interviews and autoscopy with teachers of the regular class. The universe to be researched will consist of two municipal public schools in a small town in the interior of the state of São Paulo. After collecting and systematizing the data of semi-structured interviews and autoscopy, they will be organized, interpreted from the data analysis, as well as from the elaboration of a descriptive-interpretative text, comprising the studied policy and the reflections and conceptions of the interviewed teachers. Therefore, this research aims to contribute to discussions on this subject in schools and, furthermore, subsidize reflections to improve the practice of the common-class teachers in the regular education.