Formação continuada em serviço para educação inclusiva com professores de salas multisseriadas

Abstract

This paper addresses the theme of continuing in-service training aimed to special education in the inclusive education perspective. It aims to analyze the formative effects of an extension project on the inclusion of students with disabilities, conducted with teachers working in multigrade classrooms in a municipality of Rondônia. The study adopts participant research procedures involving 31 teachers. For data collection, field notes and interviews were used, consisting of the record of the participants' speeches, as well as activities developed in the Extension Project. In the interpretation of the data, content analysis is used, systematized in three categories: a) Profile of the participants; b) The real context and the necessary context for inclusion in multigrade classrooms; c) Evaluation of the formative process as a strategy to implement inclusion. Teachers highlight the lack of education in the area of special education, lack of specialized educational services and pedagogical support, and the need for a professional specialist to develop collaborative work as the main obstacles to the implementation of inclusive education. It concludes that the training proposal was evaluated positively since it offered knowledge to understand the needs of the real context experienced by the participants and established a collaborative partnership for teacher training.