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The main purpose of this book is to analyze the narratives of six teachers from the public school system of the Federal District about the process of inclusion of students with intellectual disabilities (implemented in the last twenty years, approximately) and the pedagogical challenges resulting from it. To do so, the research had as theoretical basis the cultural-historical perspective undertaken by Lev S. Vygotsky 1896-1934 and his collaborators. In the first axis, we observed the resistance and fear of the teacher regarding the implementation of the inclusion public policy, as well as the initial debate on school inclusion, the transformation of the school environment, and the disparity in time of the implementation of inclusion public policies. In the second axis, we analyzed the impact of the inclusive process on the teacher's pedagogical strategies in teaching the student with intellectual disabilities and the positive and negative aspects that inclusion brought to the development of the teaching-learning process of the student with intellectual disabilities.
Info autore
I am graduated in Biological Sciences, specialized in Human Development, Education and School Inclusion and Planning, Implementation and Management of Distance Education, Master in Human Development and Health Processes, with a research line in Human Development and Culture. Retired teacher from SEEDF, Distance Tutor at UAB/UNB.
