Resumo

CONTE, Elaine  e  HABOWSKI, Adilson Cristiano. Inclusive education: different configurations, looks and possible worlds. Rev. Diálogo Educ. [online]. 2021, vol.21, n.70, pp.1388-1412.  Epub 20-Abr-2024. ISSN 1981-416X.  https://doi.org/10.7213/1981-416x.21.070.ao06.

In recent years, there have been many debates on the subject of inclusion in the classroom and as difficulties that result from the lack of recognition of the pedagogical contribution to the training of people with disabilities and as guarantees of the educator to deal with inclusion children. However, in the educational scenario, what you see is an intense precariousness in public education and the omission of several sectors of society that do not think of articulating and integrating strategies to overcome these problems. Thus, this study aims to carry out an analysis on the activities of the educator in relation to the inclusion of children with special needs in the classroom from a literature review and a questionnaire of open questions through resources Google Forms answered for five teachers who worked in the field of Inclusive Education in the Early Years of Basic Education. The results indicate difficulties of educators in the inclusive process, in the preparation of pedagogical activities, or in the planning of academic training and in the absence of resources available in schools to obtain the proposal for inclusion. Great training inputs are evident, as five acting teachers, who answer the questionnaire, do not have specific training to work with children with disabilities.

Palavras-chave : Inclusion; Teachers in action; Formative obstacles..

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