Inclusive Education and its nuances in the pedagogical intervention: Challenges encountered by a group of teachers

Abstract

Working in the Brazilian public school requires the professional of education to be attentive on multiple realities. One of these diversities is the inclusion of visually impaired students. In this sense, this article aims to identify, in a “Roda de Conversa” (“Dialoguing in a Circle”), the challenges encountered in the pedagogical intervention, by a group of teachers who work with students with visual impairment, in a Support Center for People with Visual Impairment (CAP) located in Macapá / AP. To arrive at the considerations presented in the paper, we used a methodology named “Roda de Conversa”; such methodology was fundamental for the creation of a favorable environment for the emergence of narratives. The data suggest the importance of the curricular contents related to the inclusion of people with specific needs, to be included in the initial training courses for Education/ Teaching. They also indicate the need to provide teachers with opportunities for continuing education in order to respond to the needs that emerge in daily pedagogical practice.