Inclusive Education and its nuances in teaching: Challenges encountered by a group of teachers

Abstract

Developing educational activities in the Brazilian public school requires the education professional to look upon multiple realities. One of these diversities is the inclusion of visually impaired students in regular education. In this sense, this article aims to identify through a conversation circle the challenges encountered in the pedagogical practice within a group of teachers working with the inclusion of visually impaired students in a Support Center for People with Visual Disabilities (CAP) located in Macapá / AP. The methodology used in the research was the talk wheel, such proposal was fundamental for the creation of a favorable environment for the emergence of narratives. The data showed us the importance of including in the curricula of teacher training, the inherent specificities to include people with specific needs, as well as the need to seek continuous training for the specificities that arise in everyday practice.