Educação inclusiva: a formação do professor para atuar na inclusão de crianças deficientes visuais, no ensino regular

Abstract

The scholar inclusion has been very discussed in the educational scenario. The Brazilian legislation currently establish an inclusive teaching system, thus, it is impossible to conceive a segregating and prejudiced teaching system, which does not recognise the students’ differences. Starting from this principle, this academic paper addresses specifically the inclusion of students which have visual impairment understanding that to include these peoples and develop their knowledge, the pedagogical work demands a series of resources and preparation. During the internship of Child Education, the fact of attend a student with visual impairment, who was not included in any way, was the crucial factor to choose this theme. After that choice, several questions have arisen such as what the role of the teacher for the inclusion of a visually impaired student and What would be the ideal training to act in this perspective. The investigation to answer these questions had as main target understand the teachers’ preparation to work in the inclusion of children with visual impairment in the regular education. To deepen the object of study of this paper was utilised as methodological contribution the qualitative research in education with the following instruments of data collection: documental analyse, interview and observation. The results displayed that the adequate teacher training, the attitude of the educator towards the student with visual impairment and the utilization of specific educational resources for the pedagogical work with these students are extremely important for their inclusion being defining aspects for a quality learning.