Abstract

PINHEIRO, Daiane  and  DUARTE, Sabrina Maiara de Sousa. TEACHERS OF THE SPECIAL EDUCATIONAL SERVICE AND REGULAR CLASSROOM SETTING: links and assessments on included students teaching and learnings. Rev. Exitus [online]. 2017, vol.7, n.1, pp.254-268.  Epub May 14, 2019. ISSN 2237-9460.  https://doi.org/10.24065/20177id193.

This work addresses inclusive education giving specific directions on the study of the links between teachers of the special educational services and regular classroom teachers. We address the theoretical approach of Cultural Studies in Education, making it possible to understand that the subject of special education is produced in the school context and therefore the environment studied assumes identities of a demonstrated abnormality. According to academic experiences of teacher training and research activities, we observed that many policy assumptions are not actually being implemented in educational contexts in which we operate. From these theoretical and policy directions, the objective of this work is to know the pedagogical professional relations between the Educational Specialized teacher and the regular teacher in the classroom, pointing at possible effects on the subjects of the educational inclusion. The research context is restricted to two municipal schools in Santarém-PA. We conducted a survey of planning and evaluation tools used by teachers with students who have special educational needs. From these data we infer analysis that led us to understand that educational inclusion still sustain speeches on the subject of disability, which is directly reflected in the actions and professional representations circulating in the school. This way, the very reference to the offer of a specialized education is causing the weirdness in school, or the stamp that marks the special need individual.

Keywords : Educational Inclusion; Special Education; Evaluation.

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