A INCLUSÃO DE ALUNOS COM DEFICIÊNCIA NAS ESCOLAS MUNICIPAIS DE ENSINO REGULAR EM TEMPO INTEGRAL DE PARANAGUÁ/PR

Abstract

This study is meant to present the process of the student’s participation with full-time education, when it comes to the conciliation between the learning of the basic curricular subjects, the workshops offered by after-school activities and the special needs education (SNE). The research is of qualitative character, characterized as descriptive, and has the following problematic question to be investigated: How does the process of participation of students with disabilities in full-time education develop in relation to the reconciliations that occur between the learning of the disciplines of the curriculum, the workshops offered in after-school activities and the specialized educational service. The objectives of the research are: a) To expose the presumption of full-time education, its articulation with the principles of inclusive education and the role of students with disabilities in this process; b) Identify elements of full-time education that are articulated to the principles of inclusive education. The research has as main theoretical reference the studies of Maria Teresa Mantoan (2015), Anísio Teixeira (1967), Moacir Gadotti (2009), Jaqueline Moll (2012) and the legislation that copes with inclusive and full-time education. Research was carried out in three municipal schools of regular full-time education, in Paranaguá city / PR, where students with disabilities are enrolled. The subjects of the research are the professors of the basic curricular disciplines, the pedagogical workshops and the specialized educational service. Since the tools of the research were used, the interview with semi structured questions about the pedagogical practice of the teachers of the research and a questionnaire with closed questions about the professional profile. The research evidenced the following results: there is a lack of knowledge on the part of teachers regarding the principles of inclusive and comprehensive education leading to the mistaken view of socialization, assistance and full-time education as an overload to the handicapped student, there is an absence of dialogue and exchange of experience among the teachers that work with the students with disabilities at full-time schools and likewise, this dialogue does not exist with the management team. Thus, it is realized the need for a school restructuring, starting from the dialogue of the management team with the teachers and working, specially, the principles of full-time and inclusive education aiming at the quality of teaching to the handicapped students included in full term schools.