Os Caminhos da inclusão do aluno com deficiência intelectual no ensino regular e o dizer dos professores de geografia da educação básica em Dourados-MS: discurso e prática

Abstract

The right to education for students with Intellectual Disabilities in regular schools, from PNEE/2008 and LBI/2015, brought visibility and dignity to those who previously lived segregated in philanthropic institutions or special classes. The methodology consisted of studying and raising references for the contextualization and understanding of special education as a right, as well as laws, conferences, and international and national decrees, which were fundamental to the implementation of the right to education for students with disabilities in Brazil and throughout the world. We also chose to carry out qualitative, exploratory research, with a survey of data from websites, the Municipal Department of Education, and public schools in Dourados-MS. Furthermore, primary sources were consulted, such as public documents on social inclusion policies which have been implemented in the last two decades, and pertinent legislation, in addition to secondary sources like periodicals, books, and research reports involving a more general survey regarding the inclusion of students with disabilities, as well as school and social inclusion. To this end, the main objective of the research is to understand the contextualization of inclusion policies and how they have guaranteed the education of students with ID in a regular classroom. From this idea, we aim to give voices to the geography teachers, in order to understand their thinking about teaching-learning regarding the student with ID. Evidently, the importance of the investigation lies in the understanding of what these teacher/trainers say, who develop their teaching practice in the context of classrooms that include students with ID. As for the specific objectives, some issues were brought up, such as the concern that worries educators, families, and intellectuals in special education about the present and the future of individuals with intellectual disabilities, in its most varied forms and intensities. And based on the teachers' testimonies, it was possible to point out elements that make it possible to improve the learning of students with ID in the classroom, reflecting on and defending the permanence of the student with ID in regular education classes. Twelve teachers from public schools in the city of Dourados answered a survey with ten questions. The questions sought to address issues experienced in the daily life of classroom teachers, such as the number of students with ID per class; class planning for classes that include students with different levels of learning; what guidance teachers receive from school management to work with students with disabilities; aspects of geography teaching practice; evaluation of the progress of students with ID; year and place of training of teachers participating in the research, and the opinion of teachers about the inclusion of students with ID. Thus, the debate that we have tried to conduct in this research was under the perspective of the student who has an intellectual disability, regardless of its form and intensity, and who has found in the school a space for socializing; the understanding of the right to learn also remains a challenging goal to be achieved.