PERCEPÇÕES DE PROFESSORES DE MATEMÁTICA DO ENSINO REGULAR QUANTO À FORMAÇÃO NA ÁREA DE EDUCAÇÃO INCLUSIVA

Abstract

This research aims to identify the perceptions of mathematics teachers from Joinville/SC regarding training in the area of inclusive education. This is a research with a qualitative and quantitative approach, in which data were obtained from the submission of an electronic questionnaire to mathematics teachers who work in regular education in the city of Joinville. Twenty-seven teachers participated, answering questions that explored the teacher's profile, their level of training, length of experience, their experiences in regular schools regarding the care of students with disabilities, autism spectrum disorder and/or high abilities/intellectual giftedness, training in inclusive education topics and the challenges and perspectives experienced in the process of educational inclusion. It was observed that, according to their perceptions, teachers have training needs in the area of inclusive education, access to teaching materials and relevant information for teaching students who are the target audience in special education. Despite the difficulties, the teachers were interested in the subject and in the search for training. With this, the importance of providing teachers with access to continuing education and tools for them to work in regular education from the perspective of inclusive education is expressed.

Keywords: Special education. Inclusive education. Mathematics education. Teacher training.