Políticas públicas de educação especial na perspectiva da educação inclusiva do município de Itabirito

Abstract

Several studies in the field of teacher education and inclusive education have highlighted both the precariousness of teaching work and the challenges many teachers still face in working with students with disabilities. It has been observed that, although the deterioration of teaching conditions has been a topic of concern for over 30 years, much remains to be done. In this context, the present study aimed to analyze the public policies offered and developed by the municipality of Itabirito, Minas Gerais, regarding the relationship between teacher education and the development of teaching practices for students who are the target audience of special education (PAEE). A qualitative research approach was adopted. Initially, in order to better identify recent discussions on the topic, a literature review was conducted. For data collection, structured questionnaires were administered to teachers of the early years of elementary education at Escola Municipal Ana Amélia Queiroz.