Inclusão escolar : limites e possibilidades na construção de práticas pedagógicas inclusivas na rede municipal de Cajati-SP

Abstract

This investigation had as a scenario the teaching network of the municipality of Cajati/SP and problematizes the teaching practice of teachers who work in the process of school inclusion of this municipality, considering the limits and possibilities faced to meet the target audience of Special Education, from the perspective of the inclusion of education. The research problem presents the following question: What limits and possibilities do teachers inserted in school inclusion projects in the public school system of Cajati face in their practice in the daily routine of the school? The general objective was to analyze and how the limits and possibilities that teachers inserted in school inclusion projects in the public school system of Cajati face in their practice in the daily routine of the school. The study is qualitative in nature, based on the proposal of Ghedin and Franco, Minayo and Yin, and had the data constructed through participant observation, questionnaires, focus group according to Gatti, and documentary data that were analyzed and interpreted according to the proposal of content analysis by Bardin and the triangulation proposed by Minayo. The theoretical foundation involves researchers who study school inclusion, such as Mantoan, and those who study teaching practice from the perspective of freirean critical pedagogy, such as Franco. In this sense, an epistemological basis of this research is Freire's critical pedagogy, which seeks the reflexive criticality of the educator and the student by problematizing their reality, becoming aware of the need for transformative actions for human emancipation and the liberation of the conditions that oppress and exclude them. The results of the research indicated the need to implement a political-pedagogical proposal of the municipal education system researched to offer better conditions of pedagogical work infrastructure. Furthermore, it was found that the teaching practice of the participants is constituted in the knowledge and experience with school inclusion, in the initiatives of the teacher's own effort to meet their immediate demands through random courses via the Internet, training and wheels of conversations promoted by the teaching network. This indicates the importance of investing in continuing education, preferably through a case study by those involved, in a collaborative manner. Another evidence shown by the results was the lack of autonomy and critical awareness, because the practices aim to meet the protocols of the target audience of Special Education (PAEE) and the goals of external evaluations. In this sense, the study indicates the need for continued formation based on the epistemological principles of critical pedagogy, for the understanding of reality and intentionality of teaching practices, as pedagogical praxis, as a possibility of transformation, with a view to ethical-political and social commitment to all students, in search of a truly inclusive school, with a view to building an increasingly just, dignified, inclusive and humanized society.