A educação inclusiva na concepção dos professores do IFG - Anápolis

Abstract

In Brazil, the movement for inclusive education, which began in 1994 with the acceptance of the terms outlined in the Salamanca Declaration, brought numerous challenges, and one of them concerns the training of teachers who will work directly with students with specific needs. Thus, the objective of this research was to investigate and understand the concept of inclusive education among teachers at the Federal Institute of Education, Science, and Technology of Goias (IFG) - Anapolis Campus. The research was designed as a mixed-method study (qualitative and quantitative) and used a case study approach for the procedures. The data collection instrument used was an electronic form sent to 84 teachers at IFG - Anapolis Campus via email. The data were analyzed from two perspectives: textual discursive analysis with the support of QDA Miner Lite software and statistical analysis using Excel. In total, 46 teachers responded to the electronic form, and our results allowed us to verify that the conception of the IFG - Anapolis Campus teachers can be considered appropriate and that these conceptions do not significantly differ when comparing bachelor and licensed teachers and the time of their teaching experience. Our results also showed that the campus promotes an inclusive education, although it highlights the need to improve the campus infrastructure and expand teacher training opportunities. It is hoped that the results of this research will contribute to the improvement of teaching practices within the campus, enhance support for students in special education, and help establish an institutional policy of inclusive education at IFG.