Ensino de história e educação especial : as experiências de professores de história em uma escola inclusiva da cidade de Aracaju/SE

Abstract

This work aims to analyze History Teaching and Special Education from the perspective of the experiences of History teachers in an inclusive school. We discuss the weaknesses in the initial and continued training of History teachers, the difficulties in professional performance, the challenges of inclusion, the needs for educational strategies, the relevance of interpersonal relationships and the importance of education aimed at inclusion to awaken a new perspective of teachers over students with disabilities. To this end, a case study with a qualitative vision was prepared, through interviews with two teachers from Escola Estadual 11 de Agosto, in Aracaju/SE, linked to the Graduates at School Project (PROLICE). The set of analyzes carried out echoes in this research the importance of training History teachers from an inclusive perspective, as all the gaps and problems presented highlight the search for a better instrumentation of these educators and direct towards the construction of new methodological paths that favor the Facing challenges and thus enabling the inclusion of students with disabilities in History classes and their recognition as critical subjects and protagonists of their learning processes.