Challenges and contradictions of teachers from Paraíba about inclusion and Specialized Educational Servisse

Authors

DOI:

https://doi.org/10.5212/OlharProfr.v.23.2020.15197.209209224492.0423

Keywords:

special education; education professionals; teaching functions

Abstract

The objective of this research is to analyze the perception of teachers about inclusion and Specialized Educational Service in municipal schools in the State of Paraíba. Thus, a semi-structured interview was conducted with two teachers of regular education and two teachers of Specialized Educational Service. After the interviews, they were transcribed and analyzed based on analysis topics. From this study, the need for professionals to work in a more collaborative way is perceived in order to favor the learning of students targeting Special Education and to promote inclusion. In addition, it became evident that the teachers do not have specific training and knowledge of their responsibilities, in addition to being resistant to the idea that the responsibility for the success or failure of the students belongs to all school professionals.

Author Biographies

  • Juliana Medeiros Fernandes, Federal University of Paraíba

    Graduada em Pedagogia pela Universidade Federal da Paraíba.

  • Munique Massaro, Federal University of Paraíba

    Doutora do Programa de Pós-Graduação em Educação da Universidade Estadual Paulista “Júlio de Mesquita Filho” – campus de Marília. Docente Adjunta do Departamento de Habilitações Pedagógicas e do Programa de Pós-Graduação em Educação da Universidade Federal da Paraíba. Linha de pesquisa: Educação Especial no Brasil.

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Published

2020-06-17

Issue

Vol. 23 (2020): Publicação Contínua

Section

Artigos em fluxo contínuo

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How to Cite

Challenges and contradictions of teachers from Paraíba about inclusion and Specialized Educational Servisse. Olhar de Professor, v. 23, p. 1–16, 17 Jun.2020.