A formação continuada dos professores da pré-escola da rede pública de um município cearence para a inclusão das crianças com deficiência visual.

Abstract

This paper discusses the issue of the importance of continuing education of pre-school teachers to ensure the inclusion of children with visual impairment (low vision and blindness). We believe that continuing education reshapes and improves teaching practices to meet the specific demands of each student and to manage a classroom in the perspective of inclusive education. The objective of this research is to analyze the continuing education of pre-school teachers to include children with visual impairment in the public school system. For that, the research had as theoretical contributions the main writings of the Special Education‘s field, especially the ones about visual impairment, besides the documents of MEC referring to this subject. Therefore, we utilize the qualitative approach, using the case study as a research strategy, and for the construction of the data, we apply the following instruments: document analysis, semi-structured interview, and observation. The data gathering took place in the pre-school V-A class, during the morning shift, at a public educational institution located in Ceará. We interviewed the classroom teachers of the child – the subject of the research, the teachers of the Special Educational Services (SES), the specialized professional, the mother, the pre-school classes coordinator, as well as the coordinator of the nucleus of inclusion of the municipality. After analyzing our data, the results showed that the continuing education of pre-school teachers, especially the V classes, offered by the SME of this unit in Ceará, prioritized literacy, in detriment of the other experiences required by the National Curriculum Guidelines for Early Childhood Education. We also find that the articulation of the classroom teacher and the teacher who carries out the SES to the child - subject of the research – doesn‘t correspond to the legal bases that presuppose the service, since observations and discussions between them about the needs and abilities of the child in the educational context are not recurrent. Therefore, we can conclude that the process of inclusion of children with visual impairment is advancing in slow steps. Successfully achieving it would require political interest, professional commitment and a constant process of reflective and meaningful discussions of inclusive pedagogical practices.