Resumen

CAIADO, Katia Regina Moreno; MARTINS, Larissa de Souza  y  ANTONIO, Nicole Dragone Rosseto. A educação especial em escolas regulares: tramas e dramas do cotidiano escolar. Rev. Diálogo Educ. [online]. 2009, vol.09, n.28, pp.621-632. ISSN 1981-416X.

The aim of this study is to contribute a reflection about the educational preparation of teachers for them to be able to deal with deficient students in the initial classes of fundamental education and about pedagogical practices developed in classes denominated as “inclusive”. Empirical data was put together orally by means of 102 interviews of teachers who have initial regular classes in fundamental education in both public and private schools. In order to analyze and discuss the data, we used bibliographical and documentary sources like bibliographic reviews, legislation and documents from national and international organs that deal with the idea studied. Thus, we worked with thematic axises defined by the study’s objectives and contents that came from the sources. The work focused on the preparation of teachers to actuate in classes denominated as “inclusive”. In this sense, we organized data referring to the 2006 school year concerning: 1. The number of deficient students in each school; 2. Types of deficiency; 3. Type of support service for specialized education provided; 4. The initial and continued preparation of the teachers; 5. Their time of service; 6. Their time of teaching in “inclusive” classrooms; 7. Pedagogical practice in “inclusive” classrooms; 8. Suggestions of the teachers regarding the creation of an “inclusive” school. Results revealed: a significant increase of students with diverse types of deficiencies in the regular school system; the urgent plea of teachers for providing training centered on the process of teaching-learning; and the deplorable working conditions of teachers and of the day-by-day school situation.

Palabras clave : Inclusive Education; Deficiency; Pedagogical Practice.

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