FORMAÇÃO CONTINUADA DE PROFESSORES DO ENSINO MÉDIO INTEGRADO DO IFRN NA PERSPECTIVA DA INCLUSÃO DE ALUNOS COM DEFICIÊNCIA VISUAL

Abstract

The inclusion of students with specific educational needs has challenged educational institutions to adapt to receive these students in order to enable quality inclusion. In this context, the Federal Institute of Education, Science and Technology of Rio Grande do Norte, North Zone campus, when enrolling a visually impaired student in IFRN Integrated High School, more specifically in the Electronic Technical Course, faced several challenges, including the formation of their teachers, since most of the teachers did not have knowledge about the educational needs of this student. This aroused our interest in undertaking an investigation whose general objective was to analyze the contributions of an intervention project aimed at the continuing education of IFRN Integrated High School teachers, aiming at the inclusion of a student with Low Vision. The specific objectives were: a) to know the conceptions, knowledge and formative needs of teachers regarding the teaching-learning process of students with visual impairment with a view to their educational inclusion; b) develop an intervention project to meet the training needs raised by the teachers. To achieve this goal, we developed a qualitative research, involving bibliographic research, in which we subsidized authors such as Carvalho (2004), Nóvoa (1995), Tardif (2012), Martin and Bueno (2003) and Kuenzer (2009); documentary research, and action research, developed in three phases, which are exploratory, planning and intervention. Data collection instruments were semi-structured interviews, direct observation and field diary. The results demonstrated the relevance of the intervention project, since the knowledge of the teachers in front of this student was built and /or rebuilt, however, demanding a continuity of formative moments in the area.