TEACHERS' CONCEPTIONS ABOUT THE INCLUSIVE PROCESS FOR STUDENTS WITH DISABILITIES: relationships established between institutions within the Municipal Education Network of Sinop, Mato Grosso
Inclusive education; Continuing education; Public education institutions.
The present research is linked to the area of Applied Linguistics and aimed to analyze the conceptions built by the participants in the educational relationship between municipal public institutions and inclusive education. In this way, we aim to answer the following research questions: 1) How does the relationship among the CMEEIS and CEFORME institutions and the municipal schools are developed to serve students with disabilities? 2) What concepts of inclusion permeate the view of professionals from municipal institutions CMEEIS, CEFORME and municipal schools? The theoretical framework of this work is based on concepts related to inclusion, inclusive education and disability (ARANHA, 2000; CYPEL, 2003; MITTLER, 2003; MANTONAN, 2004; 2003; 2015; MACARULLA; SAIZ, 2009) and also on continuing teacher education (GARCÍA, 2011; MANTOAN, 2003; 2015; MITLLER, 2003; RODRIGUES; LIMA-RODRIGUES, 2011; SANTOS, 2017, among others). As for the methodological contribution, the study is characterized by a qualitative-interpretative perspective and, to develop the investigation, semi-structured questionnaires, semi-open interviews and the researcher's field diary were used. The research participants are teachers from the municipal school system. The results of the study discuss the educational relationship between the three municipal teaching institutions and centralize attention to teachers' conceptions of the inclusion process.