Resumo

PRAIS, Jacqueline Lidiane de Souza; ROSA, Hallison Fernando  e  JESUS, Adriana Regina de. Curriculum and educational inclusion: perceptions of teachers of basic education. Roteiro. UNOESC [online]. 2018, vol.43, n.1, pp.317-344. ISSN 2177-6059.  https://doi.org/10.18593/r.v43i1.14509.

This article discusses the assumptions of inclusive education and their im plications to think and analyze the school curriculum. That said, the problem that guided this study was thinking about the way that teachers of basic education under stand the relationship between the curriculum and the inclusive education? The theme is justified because we believe that when the intentions of inclusive education are systematized in the curriculum, the actions teachers provide, through the organization of education, mediation qualitative research to student learning. Therefore, the study aims to: (i) identify concepts relevant to inclusion and its relationship with the school curriculum, and (ii) present and analyze the perceptions of teachers of basic educa tion, which correspond, respectively, the sections of this article. The methodology used in this study has as a prerequisite the qualitative approach, having with principle bibliographic research and fieldwork in descriptive form, with the participation of thirty (30) teachers of the county of Londrina/Paraná. It was used as an instrument of data collection a questionnaire analyzed in three (3) categories listed retrospectively by content analysis. Has as main results and discussion: that the majority of teachers participating conceives the curriculum as content to be taught and learned, as well as, that the curriculum has an influence on the realization of inclusive education. The teachers involved in this study highlighted, as one of the aspects to be dealt with by means of the curriculum of inclusive education, the need to make an assessment of the limitations and possibilities of the students.

Palavras-chave : Curriculum; Educational Inclusion; Teacher Perceptions; Basic Educa tion; Teachers.

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