Abstract

BARBOSA, Alysson Vinícius Pacífico  and  COSTA, Ademarcia Lopes de Oliveira. TEACHERS' CONCEPTIONS IN RIO BRANCO-AC: (UN)KNOWLEDGE OF THE NATIONAL POLICY ON SPECIAL INCLUSIVE EDUCATION. Revista LES [online]. 2024, vol.28, n.57, 4805.  Epub Apr 03, 2025. ISSN 2526-8449.  https://doi.org/10.26694/rles.v28i57.4805.

This article aims to analyze teaching conceptions regarding the National Policy for Special and Inclusive Education in Rio Branco/Acre. The research, with a qualitative, exploratory-descriptive approach, through bibliographical review and field research, included collection techniques, the closed questionnaire and the semi-structured interview. The population and sample correspond to 18 (eighteen) teachers from the Specialized Educational Service - AEE of the State Education Network of Rio Branco/Acre. To support the study, we used theorists such as Carvalho (2004, 2008), Góes (2007), Jannuzzi (2017), Kassar (2011), Laplane (2007), Lima (2006), Mantoan (2011, 2015), Mazzotta (2011), Mendes (2010), Pires (2006), among others. In addition, documentary sources were used that address Specialized Educational Assistance, such as the Law of Guidelines and Bases of National Education - LDBEN no. 9,394 (Brazil, 1996); Normative Ordinance No. 13 (Brazil, 2007); the National Policy on Special Education from the Perspective of Inclusive Education (Brazil, 2008); Resolution No. 4 (Brazil, 2009); the Guidance Manual: Multifunctional Resource Room Implementation Program (Brazil, 2010); Decree No. 7,611 (Brazil, 2011) and Normative Instruction No. 001, of January 30, 2018 (Acre, 2018). The data was analyzed with the help of Content Analysis (Bardin, 2016). It is explained that the concepts revolve around Inclusive Education as a broad movement of a legal, social and political nature, aimed at the educational inclusion of target audience students in the Special Education modality in regular schools.

Keywords : teacher conceptions; special education; inclusive education; inclusive public policies; Acre..

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