Abstract

MEDEIROS, Ana Paula  and  BARRERA, Sylvia Domingos. School inclusion: conceptions of teachers and educational practices. Psicol. rev. (Belo Horizonte) [online]. 2018, vol.24, n.1, pp. 191-208. ISSN 1677-1168.  http://dx.doi.org/10.5752/P.1678-9563.2018v24n1p191-208.

This study aimed to investigate the conceptions from teachers involved with school inclusion, the knowledge of class practices where there are inclusion students and how the issue is approached in the political-pedagogical projects (PPP). The research took place in a public school and in two private ones. Thirteen teachers were interviewed, three inclusion students were observed and two PPP were analyzed. The results show that teachers perceive a dichotomy between the theory and the practice concerning inclusion, in spite of the fact that the discourse is largely favorable to the matter. There are few adaptations on the school side and the teaching is faulty. Private school teachers receive greater encouragement prone to continued education and those from public school long for more support. The PPPs do not approach the issue. School inclusion is far from their objectives.

Keywords : School inclusion; Special educative requirements; Teachers.

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