TEACHER TRAINING FOCUSED ON THE SCHOOL INCLUSION OF STUDENTS WITH SPECIAL EDUCATIONAL NEEDS IN ELEMENTARY SCHOOL II IN A SCHOOL IN CEARÁ

Abstract

This article addresses the context of school inclusion of students with special educational needs (NEE) in Brazil, a fundamental principle supported by national legislation and guidelines, but facing challenges in practice. The research investigates the training of teachers from 6th to 9th grade of elementary school in a city in Ceará to deal with this type of inclusion. The central question of the research is: How does the initial and continuing training of teachers influence their pedagogical practices and face challenges in the inclusion of students with NEE? The objective is to analyze the conceptions and practices of teachers, as well as the difficulties encountered in the inclusive process. The methodology used is qualitative, configured as an interpretive case study, with data collection through semi-structured interviews, classroom observations and document analysis. Data analysis is being performed through content analysis. Preliminary results indicate that the initial training of teachers is considered inadequate, and continuing education, insufficient and little practice. Teachers report difficulties in adapting the curriculum, lack of specialized support and need for more resources. There is also a diversity of conceptions about inclusion, with some teachers understanding it as mere physical presence of students with NEE and others as a process of school transformation. The article concludes with the need for investments in teacher training and the structuring of schools to ensure the success of school inclusion.