Atitudes dos professores em turmas de alunos com NEE face a inclusão: um estudo de campo a ser realizado na escola nº 60 do município do Lubango

Abstract

Inclusive education is a current and active topic that deserves greater attention not only by the student community but also by the community in general. The inclusive philosophy has greater advantages wither gard to the learning of all students, making it an efficient educational model for the school community and fundamentally for students with SEN (Correia, 2009). In this way, the present work has as it’s the me: Attitudes of teachers in groups of students with SEN towards inclusion: a field study to be carried out at School Nº 60 of the Municipality of Lubango. The study aims to assess the attitudes of teachers in classes of pupils with pupils with SEN towards inclusion. The investigation is base document analys is, interviews and participatory observation. There ferred study is qualitative in nature with a next placatory approach and as theoretical references weused Vygotsky's socio-cultural the and Bandura's the of social learning. In order to carry out this investigation, teachers and principals of School nº 60 in the Municipality of Lubango were used as population, as well as a non-probabilistic convenience sample. In this way, the present investigation contributes in a theoretical and practical way, in a theoretical way, for the acquisition of knowledge about SEN in view of the inclusion in the teaching and learning process. In the practical scope, as pedagogical strategies in the face of the inclusion of students with SEN and improvement of the teaching educational practice towards them.