Inclusão escolar e direito à educação de crianças público alvo da educação especial na educação infantil : o que dizem os professores especializados

• Ano de defesa: 2018
• Autor(a) principal: Hernandez-Piloto, Sumika Soares de Freitas
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Espírito Santo; BR; Doutorado em Educação; Centro de Educação; UFES; Programa de Pós-Graduação em Educação
• Palavras-chave em Português: Teaching work in the special education; School inclusion in the inclusive perspective; Teacher training; Right to a qualified education in the special education; Professores - Formação; Trabalho docente na educação especial; Inclusão escolar na perspectiva inclusiva; Formação docente; Direito à qualidade da educação especial; Inclusão escolar; Educação inclusiva; Professores de educação especial; Educação; 37
• Link de acesso: http://repositorio.ufes.br/handle/10/11214

but also from the part of other professionals in schools. There are huge investments of the municipality, in the process of continuous training, but developed with the specialized teachers. This way, we consider that the formative processes need to expand to all professionals of the institution of preschool which work in the perspective of inclusion for children of special education. We still need to intensify the fight for the recognition of the right of these children who are the target audience of the special education. Another point which is discovered with the research is that about 70% of the teachers who participate of the study show an eclectic theory-methodological approach when they tell their conceptions regarding children development of special education. This data can reveal the fragility of the conception of the right to education and of the inclusion in school of these children, when emphasizing more organic causes rather than cultural ones to de development of this group. Thus, we conclude that the municipality norms of special education policies need to observe more closely of the formative processes of the professionals, considering the advances displayed related to the conceptions of the right to education and the inclusion in school of children of special education in the nursery schools of the municipality and the need that these processes can correspond to these advances.