PROFILE AND PERCEPTIONS OF COMMON ROOM TEACHERS PARTICIPATING IN A TRAINING ACTION ON SCHOOL INCLUSION IN THE MUCURI VALE

Abstract

One of the biggest and most current demands in the field of Education is specialized support for the school inclusion process. This research report fits into this context and aims to present results on the profile of teachers who participated in a formative action conducted in a small municipality in the Vale do Mucuri, as well as some of their conceptions about the school inclusion process. This action is part of a larger project that consolidates a support network for school inclusion operating in municipalities in the Vales do Jequitinhonha and Mucuri. 52 homeroom teachers participated in this stage. The data was obtained through the application of an online form (Google Forms) and served as a basis for planning a training action. The following results were highlighted: 46 women and six men participated in this action; more than half (28) had over 15 years of experience in basic education; all participants reported having no experience in special education, and three did not have undergraduate-level education. Regarding conceptions, the majority (34) of teachers mentioned the need to acquire "greater knowledge and training" to work with an inclusive perspective, and regarding specialized support and curriculum planning, most teachers reported knowing the Individual Development Plan (PDI), but it was noteworthy that 15 (29.0%) teachers mentioned not knowing it. The data allowed for the conduct of a formative action emphasizing the need to mobilize basic knowledge, especially related to the fundamental right of people with disabilities to education, from the perspective of inclusive education.