Curso de formação continuada em serviço: uma ferramenta para reflexão sobre a prática pedagógica na educação inclusiva para deficientes intelectuais

Abstract

This work discusses the reflection on the pedagogical practice as an instrument to construct the inclusive educative for students with intellectual disability. The research theme arose from the need to understand, before the discussions and research on Special Education from an inclusive perspective, which are the difficulties on the pedagogical practices being indeed inclusive. Thereunto, a continuing in-service training course was proposed to enable constructing a tool for reflection on the pedagogical practice. The research had as aim at investigating the contributions of a continuing in-service training course for inclusive pedagogical practice to teach numbers and operations for intellectual disabled students in a context of regular teaching. This applied nature study and qualitative approach used the research-action as methodology, carried out with teachers of Basic Education who worked with regular groups that had intellectual disabled students included in Ponta Grossa - Paraná. As educational product, a continuing in-service training course was developed, in which theoretical principles and the reflection on pedagogical practice were inserted, in a sequential and structured way, as instrument to construct the teaching of Numbers and Operations for intellectual disabled students. The research was based on contributions by Vygotsky on the teaching and learning process for intellectual disabled students. Results indicate that pedagogical practices are not indeed inclusive by difficult of teachers to transform theoretical principles into pedagogical practices. Results also made evident the importance of teachers reflecting on their pedagogical practices. However, it is highlighted that to exercise reflection values, they must be reported in a sequential and structured way to enable consider them for next pedagogical practices. Then, teachers might construct evidences of their work and results, establishing themselves as managers for students’ development, monitoring them in a qualitative way and enabling the improvement of pedagogical practices to meet the needs of everyone.