FORMATIVE ANALYSIS OF TEACHERS WORKING IN A MUNICIPAL SCHOOL OF SPECIAL EDUCATION

Abstract

The objective of this work was to analyze the training of teachers working in Special Education, and how this reverberates in the constitution and human formation of students who are the target audience of Special Education. Legal documents (CF, 1988; LDBEN 9394/1996; CNE/CEB Resolution No. 02/2001) guarantee access and permanence in school spaces, however, in addition to being in school, it is necessary to focus on learning, that is, the right to learn. For the realization of this right, one of the conditions is the training of teachers and among these, specifically the training of teachers working in Special Education. Special Education is a school modality aimed at students with disabilities, global developmental disorders and high abilities or giftedness, and should preferably be offered in the regular school system. To obtain the data, a qualitative research was carried out, with the intention of analyzing, through a questionnaire, the answers of teachers working in the field of Special Education. To this end, the scenario selected for the present analysis was a Municipal School of Special Education in the municipality of Salto de Pirapora, SP, which has a unique characteristic of the public: that of Special Education. The text emphasizes the need for training that goes beyond the specificities of disabilities, seeking the humanization of subjects and considering the diversity present in society. The complexity and challenges of Special Education in the Brazilian context are highlighted, emphasizing the importance of teacher training as a crucial element to promote inclusive practices and ensure access and consolidation of knowledge for all students. To this end, the studies of Bueno (2016), Diniz (2012), Kassar (2014), Lüdke and André (1986), Martins (2010), Michels (2011, 2017), Padilha (2014), Saviani (2013) and Triviños (1987) were used as theoretical foundations.