Educação inclusiva: uma análise na formação e desafios profissionais

Abstract

Inclusive education is an educational modality based on the inclusion of people with any type of disability to have access to education in main stream education, who all have the same rights without making any difference in values, or any other type of student characteristics, thus build relationship and idea of action that promotes inclusion inside and outside the school. The present work aimed to analyze the formation and challenges faced by professionals of Inclusive Education of Manoel Queiroz Benjamim State School in Mazagão, Amapá State. The subjects were seven teachers, four professionals from the pedagogical technical team, the principal and the school secretary. The methodology used was a qualitative approach. There source used was a questionnaire containing questions. Data were categorized and analyzed by synthesizing the responses and detailed reading of all transcribed material to identify analysis categories, according to Bardin (2011). School teachers are not adequately qualified to work with people with special needs, justas the school does not have the necessary teaching materials for each type of special need