Formação de professores do Programa Escola Integrada (PEI) na perspectiva da educação especial e inclusiva

Abstract

This paper presents an intervention research in the inclusive education process showing the need of a systematic change in the school context. The intervention research took place with the collaboration of educators such as monitors and scholarship members from Integrated School Program (PEI) in a Municipal School of Belo Horizonte City in Minas gerais State. Based on the specialized literature over the theme, this study raised questions formation of teachers, inclusive education in contemporary education. Considering the conflicts and tensions experienced by teachers in the context where there are inclusive students, we propose this intervention research as collaborative work with the monitors and scholarship members from PEI, since they are in contact with the students after or before school time. This research adopted a qualitative methodological procedures using data collection instruments such as questionnaires and observation of the researcher. Finally, we present an analysis of the personal impressions of the group involved and we discuss the repercussions effects and changes about looking at inclusive students as a subject in the education process.