Do que se diz ao que se faz: práticas pedagógicas de professores que atuam junto a alunos com deficiência em escolas de Horizonte-CE

Abstract

The present study researches how pedagogical practices are perceived and implemented by teachers of a public school in the city of Horizonte-CE who work with children with disabilities in ordinary classroom. This is a qualitative research conducted through the case study method using as instruments to collect data document analysis, semi-structured interviews and participant observation. Data were collected in a municipal public school located on the outskirts, into two 1st year classes which have children with disabilities enrolled. The subjects of this study were: two teachers of ordinary classroom, the teacher of Specialized Educational Attendance - SEA, the professional support of one of the children with disabilities and school management. Further data were collected at the Educational and Clinical Care Center of Horizon-CE. The theoretical references that have supported this work were: disability models of Omote (1994) and Diniz (2012); inclusive pedagogical practices of Mittler (2003), Carvalho (2007, 2012), Magellan (2011), Diniz (2012), and Glat Pletcsh (2009, 2012); and teacher reflective education, based on studies of Nóvoa (1995), Schon (2000), Perrenoud (2001), Libâneo and Pepper (2011). The following thematic areas were discussed: Horizonte-CE educational policies, inclusive education, the SEA in school and pedagogical practices. As gathered results, the research shows that: there is an alignment between how teachers perceive their pedagogical practices and how the same is accomplished; there is a gap between the work done by the SEA and the ordinary classroom teacher; the lack of teachers training and support figures as obstacles to build an inclusive pedagogical practice. The data also revealed the lack of dialogue between the sectors that integrate the school (management, SEA and the classroom) and that teachers do not have initial neither continued education in the area, though the no passive attitude, the teacher act of seeking knowledge and commitment promote the achievement of pedagogical practices that enable access, participation and learning of children with disabilities.