Schoolar inclusion in Araras: conditions and prospects

Abstract

This study seeks the understanding of the conditions and prospects of inclusion in schools of Araras, based on the reports of teachers, managers and students of Pibid. The collect of the data was performed by the application of questionnaires and semi-structured interviews, seeking the understanding of the concepts of educational agents in connection with the inclusive process, and how these concepts influence their pedagogical practices. The study relied on the qualitative approach to research in education. The search for understanding the local reality is of great importance to guide the actions and educational practices that can collaborate in the inclusive process, seeking the construction of a democratic school. It was found that teacher formation is still a nodal point in the effectuation of inclusive process, and that the conceptions and educational practices point to the non accountability of professor by pedagogical activities with students with special educational needs. Finally, it was found that the Pibid can be a potential space for discussions and reflections on the actions and concepts inclusive.