Inclusion under the opinion of the teacher of child education: difficulties in Emei Catharina Toledo Gerdes - Mat�o / SP
Autores: Patr�cia Cristina Prevideli de CARVALHO, Jeferson Rosa SOARES, Tatiane Chaves RIBEIRO e D�nisson Neves MONTEIRO
A inclus�o de alunos com Necessidades Educacionais Especiais (NEE) na escola regular � uma pr�tica almejada por todos, principalmente em se tratando da educa��o infantil. Por�m, embora o professor dessa modalidade se empenhe para tornar a inclus�o uma realidade, existem outros fatores que dificultam o processo da inclus�o. Este trabalho descreve aspectos conceituais e metodol�gicos de um estudo realizado com professores da Escola de educa��o infantil �Catharina Toledo Gerdes�, na cidade de Mat�o, interior de S�o Paulo. O objetivo deste trabalho foi estudar as principais dificuldades encontradas pelos professores de educa��o infantil frente o aluno com NEE. Foi utilizado como procedimento metodol�gico o levantamento bibliogr�fico e a an�lise de um question�rio com quest�es abertas e fechadas, aplicado a onze professores da escola citada. Os resultados alcan�ados no estudo demonstram que os professores, embora j� possuam alunos com NEE em suas salas de aula, n�o se sentem preparados para atuar com seguran�a com o aluno com NEE.
The inclusion of students with special educational needs (SEN) in the regular school is a practice sought by all, especially in the case of early childhood education. However, although the teacher of this modality strives to make inclusion a reality, there are other factors that hinder the process of inclusion. This work describes conceptual and methodological aspects of a study carried out with teachers of the "Catharina Toledo Gerdes" School of Education, in the city of Mat�o, in the interior of S�o Paulo. The objective of this study was to study the main difficulties encountered by the teachers of early childhood education with the student with SEN. The methodological procedure used was the bibliographic survey and the analysis of a questionnaire with open and closed questions, applied to eleven teachers of the mentioned school. The results obtained in the study show that teachers, although they already have pupils with SEN in their classrooms, do not feel prepared to act with safety with the pupil with SEN.
Educa��o infantil; Inclus�o; Dificuldade; Professor.
Children education; Inclusion; Difficulty; Teacher.