Inclusão nas salas de aula: olhares de docentes dos anos iniciais do ensino fundamental

• Ano de defesa: 2024
• Autor(a) principal: Pereira, Silvana Duarte
• Orientador(a): Klaus, Vanessa Lucena Camargo de Almeida
• Banca de defesa: Loss, Adriana Salete , Boscarioli, Clodis , Zilly, Adriana
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual do Oeste do Paraná; Foz do Iguaçu
• Programa de Pós-Graduação: Programa de Pós-Graduação em Ensino
• Departamento: Centro de Educação Letras e Saúde
• País: Brasil
• Palavras-chave em Português: Escola; Educação inclusiva; Formação docente; Alteridade; Anos iniciais do ensino fundamental; Early years of primary education
• Palavras-chave em Inglês: School; Inclusive education; Teacher training; Otherness
• Área do conhecimento CNPq: EDUCACAO::ENSINO-APRENDIZAGEM
• Link de acesso: https://tede.unioeste.br/handle/tede/7706

In this exploratory and descriptive research, we present an understanding of the conception and practice of inclusion in the context of Early Years classrooms in Elementary Education, focusing on teacher training from the perspective of Inclusive Education. Through a review of literature and documents, public policies, laws, decrees, and studies related to the theme of inclusion in the classroom are presented. Using the guidelines of participatory research, we investigated teachers' perceptions derived from inclusive praxis in municipal schools, one in Foz do Iguaçu/PR and the other in Santa Terezinha de Itaipu/PR. We applied two semi-structured questionnaires, one initial and another final, guided by the following questions: how to ensure that children in the teaching-learning process can be part of an inclusive context? How to design teacher training to promote inclusion in the classroom? But, after all, what is inclusion in the classroom? Thus, the main objective of this research is to identify the teachers' perceptions to promote inclusion in the classroom. The responses from the initial questionnaire served as the basis for organizing training meetings, conducted as part of an extension project, whose activities were recorded in a logbook by the researcher. The final questionnaire was used to analyze the written reflections of the teachers on the discussed themes, employing the Content Analysis method and the assistance of the Atlas.ti software. This study followed the guidelines of the Consolidated Criteria for Reporting Qualitative Research to ensure rigor and transparency in the description of the methodological process. From the results, we observed that inclusion laws, although essential, are not sufficient on their own to ensure that the inclusion process is established in the school context. Moreover, the analysis of the questionnaires revealed that teachers identify significant challenges in implementing inclusion in classrooms and show concern for the cognitive, emotional, and social progress of their children, as well as for carrying out activities and group dynamics to promote respect, empathy, and acceptance of others. Teachers face constant challenges and demands in the process of establishing inclusion in the classroom, highlighting, from the reports, the importance of continuous training to deal with the daily obstacles of teaching, indicating that cooperation and mutual support are essential to navigate the uncertainties that arise within the scope of individuality and the collective. Finally, with this research, it was possible to produce an e-book titled "Inclusion in the Classroom: Practices Aligned with Teachers' Perceptions," aiming to present guidelines and reflections to promote inclusion in classrooms. We hope that this work contributes to the advancement of inclusion processes in classroom contexts regarding teaching, both in practical and theoretical terms, for its exercise and learning.