THE CONSTRUCTION OF THE AFFECTIVE ENVIRONMENT IN THE SCHOOL CONTEXT: PERSPECTIVES FOR INCLUSION IN A PUBLIC SCHOOL IN BAHIA

Abstract

The process of including students with disabilities or special educational needs in regular schools has generated contributions and consequences for the teacher's performance. One of the consequences is that the lack of preparation of teachers has caused a depletion of energy, as they do not know how to act and end up putting too much effort into activities carried out inside and outside the classroom. Thus, a field study was carried out, using a questionnaire with objective and subjective questions on the topic at hand. Such tools were used in order to build a work that truly elucidates the reality of Inclusive Education, which appears as a fundamental need in the contemporary scenario. To this end, the concepts and epistemologies that encompass the definitions of educational, pedagogical and teaching practices were discussed, under the direction of some scholars such as Bruno (2006), Oliveira (2003), Sousa and Prieto (2002), Romero (2006), among others that stage the pedagogical theme, specifying the elucidative context that deals with the work carried out in relation to Inclusive Education. It is concluded, therefore, that there is a need to create and implement public policies on Inclusive Education, as well as professional performance in line with them, thus prioritizing the implementation of the rights provided for in global legislation. The reflections expressed by the subjects made it possible to consider that current inclusive policies have been incipient, requiring frequent urgent measures for the educator's performance in the context of Inclusive Education.