Pedagogical practices and the inclusion of young people and adults with disabilities

Abstract

The challenges of inserting students with disabilities in Youth and Adult Education (EJA) are related to the demands for continuing education and constant reflection on pedagogical practices aimed at this audience. In this sense, the general objective of this work is to investigate the pedagogical practices directed to people with disabilities in EJA. As specific objectives, the following were considered: To analyze a teacher's conceptions about the inclusion of young people and adults with disabilities in EJA, in a school in the Municipal Education Network of Natal; Describe the profile of the teacher with regard to training and pedagogical practice and identify the main sources and / or materials used to work with these subjects. The adopted methodology was a research of qualitative approach of exploratory character with a teacher of the Education of Youths and Adults who had students with disabilities and worked in the public school system, aiming to know the experiences lived in the EJA, its formation, its pedagogical practice with students with disabilities, pedagogical planning and their role in including these students. For this, a semi-structured script was used to elucidate such issues. Finally, data analysis based on the assumptions of Bardin's content analysis, in which thematic categories for analysis emerged. With the analysis, it was concluded that the teacher training actions to act in EJA in an inclusive perspective, mainly in the initial training, revealing the secondary character of both modalities in the undergraduate courses, and that pedagogical practices developed by teachers they respect and recognize the lifespan and specificities of the EJA public contribute more effectively to both social inclusion and quality education.