Currículo e inclusão educacional: percepções de docentes da educação básica

This article discusses the assumptions of inclusive education and their implications to think and analyze the school curriculum. That said, the problem that guided this study was thinking about the way that teachers of basic education understand the relationship between the curriculum and the inclusive education? The theme is justified because we believe that when the intentions of inclusive education are systematized in the curriculum, the actions teachers provide, through the organization of education, mediation qualitative research to student learning. Therefore, the study aims to: (i) identify concepts relevant to inclusion and its relationship with the school curriculum, and (ii) present and analyze the perceptions of teachers of basic education, which correspond, respectively, the sections of this article. The methodology used in this study has as a prerequisite the qualitative approach, having with principle bibliographic research and fieldwork in descriptive form, with the participation of thirty (30) teachers of the county of Londrina/Paraná. It was used as an instrument of data collection a questionnaire analyzed in three (3) categories listed retrospectively by content analysis. Has as main results and discussion: that the majority of teachers participating conceives the curriculum as content to be taught and learned, as well as, that the curriculum has an influence on the realization of inclusive education. The teachers involved in this study highlighted, as one of the aspects to be dealt with by means of the curriculum of inclusive education, the need to make an assessment of the limitations and possibilities of the students. Neste artigo discutem-se os pressupostos da educação inclusiva e suas implicações para pensar e analisar o currículo escolar. Isso posto, o problema que norteou este estudo teve como questão pensar de que maneira professores da Educação Básica percebem a relação entre o currículo e a inclusão educacional? Justifica-se essa problemática por se entender que quando as intenções inclusivas estão sistematizadas no currículo, as ações docentes propiciam, por meio da organização do ensino, a mediação qualitativa para a aprendizagem dos alunos. Para tanto, teve-se como objetivos: identificar conceitos pertinentes à inclusão e sua relação com o currículo educacional e apresentar e analisar percepções de docentes da Educação Básica, que correspondem, respectivamente, às seções deste artigo. A metodologia utilizada nesta pesquisa te