CONCEPÇÕES E PRÁTICAS NA EDUCAÇÃO INCLUSIVA DOS ANOS FINAIS DO ENSINO FUNDAMENTAL: UM ESTUDO EM ESCOLAS ESTADUAIS DA COORDENAÇÃO REGIONAL DE EDUCAÇÃO DE INHUMAS

Abstract

This work, Conceptions and Practices at Inclusive Education in the Final Years of Elementary School: A Study at State Public Schools of Sectional Educational Coordination of Inhumas, is linked to the line of research “Education, Culture, Theories and Pedagogical Processes and aims investigate how the interactive dynamics used by scholar support professionals and regent teachers impacts the process of teaching and learning of students with Special Educational Needs. It seeks to identify the legal frameworks about Inclusive Education in Brazil and in Goiás State, focused in the role of scholar support professionals and regent teachers regards to teaching and learning process of students with special educational needs. It searchs, also, to identify inclusive practices of support professionals and regent teachers at the investigated schools and analyses how the assistance of this group its made by the perspective of Vygotsky (2003, 2007) e Charlot (2000, 2022).Through a qualitative approach, it was chosen, as a methodology, the bibliographic research, the field research and the document analysis. In order to get the data, it was made a literature revision through a search at the Brazilian Digital Library of Thesis and Dissertations (BDTD), in the period from 2000 to 2020. At the field, it was used the semi-structured interview with regent teachers and support professionals driven to inclusion, following these themes: function of the scholar support professional; execution of inclusive practices; impacts of the teaching professional practices. The interviews were analysed throughout the content analysis by Bardin (1977). The document study was constructed by public legal documents, created by government agencies, responsible for the regulation of inclusive education in Brazil and in Goiás state, as Guidelines and Basis of Education, Public Law no 9.394 (Brazil, 1996); Brazilian Public law of Inclusion of People with Disability, Law no 13.146 (Brazil, 2015); State Constitution (Goiás, 1989); Guidelines and Basis of Educational System of State of Goiás (Goiás, 1988); Operational Guidelines for Specialized Educational Service at Elementary Education, Special Education modality (Goiás, 2009); Operational Guidelines of State Public Education Structure (Goiás, 2023). In the face of investigations and discussions, the research results present that, at inclusive schools, there is a good interaction between regent teacher and scholar support professional. However, is experienced, at these schools, an indefiniteness about how the students with special educational needs are supposed to be pedagogically handled – only by the support professional, only by the regent teacher, or by both of them. Faced with such uncertainties, it was found that the practices fail to effectively contribute to the learning of these students.