A inclusão da pessoa com necessidades educacionais especiais na Educação de Jovens e Adultos: um desafio para educadores da atualidade

Abstract

This study investigates the perceptions of teachers about the assistance provided to students with special educational needs at a state educational institution in Londrina that exclusively offers the modality of Youth and Adult Education - EJA. The study also aims to analyze the profile of the faculty, to establish relationship between training and teacher’s pedagogical practice, identifying the difficulties and challenges of education professionals, listing the main sources of advice and / or support highlighted by educators to support professional performance and, finally, verify the understanding of teachers' planning and assessment. For this, we applied an instrument to collect data on 24 participants whose questions were about school inclusion in EJA. The type of research used was descriptive bibliographic and field with quantitative and qualitative analysis. The results showed that most teachers did not receive specific training to meet pupils with special educational needs. These professionals reported that they are dissatisfied with the developed work, highlighting the lack of training and capaciting programs as the main caus. According to these educators, inclusion should fully happen as provided by law. Data also showed that, in seeking help and support for professional practice, teachers usually rely on colleagues with specific training and the school teaching staff. Several points highlighted as barriers for effective school inclusion are related to questions present in any heterogeneous class and not specifically with students with special educational needs. Thus, it is believed that the inclusion in the school environment can be a reality and that the teacher is a key element in the consolidation of this process.