Inclusive Education and special Education: generalist teacher views about the specialist teacher's works

• Grant number: 14/27051-7
• Support Opportunities: Scholarships in Brazil - Scientific Initiation
• Start date: July 01, 2015
• End date: June 30, 2016
• Field of knowledge: Humanities - Education - Specific topics in Education
• Principal Investigator: Claudia Regina Mosca Giroto
• Grantee: Jessica Mariane Rodrigues de Lima
• Host Institution: Faculdade de Filosofia e Ciências (FFC). Universidade Estadual Paulista (UNESP). Campus de Marília. Marília , SP, Brazil

Abstract

Inside the paradigm of inclusion is understood that diversity is part of human nature. This diversity is also recognized in the educational field, to understand that the school is configured as space where there is the heterogeneity, and this should be the starting point of any teacher working basis, in addition to meeting individual differences, which should be known and considered. However, diversity, which should be a positive context switch and learning in the training of school does not guarantee by itself, the interaction between the participants in the classroom context and understanding of the differences that characterize them. Thinking in this context, this research aims to investigate the understanding of 44 regular education teachers who work in regular rooms 2 and 3 years of elementary school, Cycle I, 22 schools in the municipalities of the area covered by the Board of Marilia Education / SP and its municipal departments of education on the role of teacher specialist responsible for the educational Service specialist, offered in multi-functional features. Data collection will be conducted through interviews with participants, for which you will use a script with open and closed questions alternatives. Data analysis will include the preparation of thematic and subeixos axes, supported by quantitative data, in situations where quantitative analysis is necessary.