Avaliação da formação docente na perspectiva inclusiva: o Projeto Vincular como estratégia para fortalecer a inclusão em Fortaleza – CE na percepção de professoras em um Centro de Educação Infantil

Abstract

This research aims to evaluate the Vincular Project and its continuous training from an inclusive perspective based on the perceptions of teachers in a Child Education Center and the analysis of the contents and guidelines that underpin the inclusion policies in the Municipal Network of Fortaleza/CE. The Vincular Project is a partnership between the Municipal Government of Fortaleza and the Institute for Early Childhood (IPREDE), which aims to contribute to the care and comprehensive development process of children/students with disabilities, Autism Spectrum Disorder, and High Abilities/Giftedness. Thru formative actions from an inclusive perspective, the aim is to provide support to teachers' practices and improve the inclusion of these children in regular education units, with the goal of ensuring the rights to quality inclusive education. The evaluation of the policy under study is based on an in-depth evaluation perspective, according to Rodrigues (2008), of a descriptive nature, using a qualitative approach. Initially, a bibliographic research and analyzes of normative legal documents at the national and municipal levels were conducted. Finally, a field research was conducted thru observations and the use of a field diary, in which data were collected thru semi-structured interviews, allowing for an understanding of the teachers' perceptions about continuing education and the pedagogical practices built within the school environment. The data were organized into thematic categories regarding inclusion and the interventions carried out in the local inclusion process, the importance of initial and ongoing training, the challenges faced in daily school life, and the pedagogical strategies used to promote inclusive education. To analyze them, Bardin's content analysis (2016) was used. It was observed, therefore, that despite the Vincular Project being a positive initiative and having continuity, improvements and continuous monitoring are necessary. Some structural and institutional gaps were highlighted, such as the lack of support in accessible adapted materials, the absence of support from an intersectoral network, teacher overload, and the need for training with greater theoreticalpractical depth involving the school community, including families and the individuals with disabilities themselves as protagonists in this process, with moments of interaction and exchange of experiences. From this perspective, the importance of further expanding discussions around the inclusion process and investing in the continuous training of teachers who serve these children in regular schools in Fortaleza is highlighted.