Special education and inclusion: what do techers say in the first years of a teaching career in the municipal public network of education in maceió-al?

Abstract

The main objective of the present research is to show the promotion, the obstacles and the perspectives of the school inclusion in Elementary School I from the perception of the teachers who are in the beginning of the teaching career in the public system of municipal education of the capital of Alagoas. The research has a qualitative approach and questionnaires were used. The results show that teachers with a beginning teaching career see school inclusion with advances acquired from legal aspects, but claim that implementation in practice is still far from reality. The promotion is explicit in guaranteeing accessibility to school daily life. Among the obstacles are the limitations of initial training; the absence of pedagogical support and the adaptation of activities based on the educational needs of children and the perspectives are related to the constant search for true spaces of inclusive learning with pedagogical practices that meet the specificities of each child.