A formação dos professores de história na perspectivas da educação Inclusiva: saberes e fazeres da docência em uma Escola Estadual de Tefé-AM

Abstract

This monograph addresses the theme “The training of History teachers from the perspective of inclusive education in a State School in Tefé - Am”. Realizing that there is great difficulty for teachers in working from the perspective of inclusive education in the classroom, including on the part of History teachers, a concern arose that gave rise to the idea of carrying out research into this problem that stands out in the school context. In this sense, the general objective of the work is to analyze initial and continuing teacher training regarding the teaching of History from the perspective of inclusive education. And as specific objectives: Know the fundamentals of initial and continuing teacher training with a focus on inclusive education; Situate the legal guarantees and collaborative specificities of inclusion within the scope of regular schools; Verify the demands of History teachers regarding initial and continuing training; Identify limitations and possibilities of teacher training in relation to inclusion in the context of regular schools. To carry out this work, a qualitative approach and bibliographic and field research methodologies were used, with the application of an interview with a History teacher from the state education network. This research has as its theoretical lens the foundations of education from an inclusive perspective, based on authors such as Mantoan and Sassaki, and legislation in the area such as the National Policy on Special Education from the Perspective of Inclusive Education (PNEEPEI) published in 2008 and other resulting documents . Among the results, the following stands out: the path to inclusion involves measures such as offering training and working conditions for teachers as prescribed in laws and legal documents.