Percepção de professores sobre a inclusão de alunos com perda visual no ensino fundamental anos iniciais

Abstract

This research has as its theme "Teachers' perception about the inclusion of students with visual loss in elementary school early years". Within this context, the research is anchored in the field of discussion that deals with the relationship between teaching and its role in the inclusion of students with visual impairments. It is about analyzing the perception that common school teachers have of themselves as subjects who can contribute to the process of inclusion of students with visual impairments in the classroom context and in the relationships they establish in their educational routine. In this context, the question is: what is the perception that the teacher of the early years has about the inclusion of students with visual loss in the regular classroom? To answer this question, the general objective of this research is to analyze the perception of teachers in the early years about the inclusion of students with PV and as specific objectives to investigate the teacher's perception of pedagogical work; to investigate whether teachers are trained to act in an inclusive perspective and to identify whether schools are organized in terms of resources and services that favor the inclusion of students with PL. The methodology is based on the case study with a qualitative approach anchored in Gil (2002), Prodanov and Freitas (2013), Bogdan and Biklen (1994), Yin (2001 and 2015), among others. The locus established for the development of the research will be three state public schools located in the capital Macapá, urban area, in the State of Amapá. The research participants will be 10 teachers from 8 classes of the initial years of the referred institutions. The main techniques and instruments for data collection will be the semi-structured interview and observation. The data resulting from this investigation will be interpreted through Content Analysis, proposed by Bardin (1977) respecting the ethical principles of research based on resolution 466/2012-CNS/CONEP. The results revealed: absence of continued training in the area of PV; teaching insecurity in the inclusion process of students with PV due to lack of training, lack of accessibility in buildings, few pedagogical resources adapted for use with PV students, existence of multifunctional rooms, presence of AEE teachers with adequate training, existence of collaborative and individualized planning