Indispensabilidades formativas nos anos iniciais do ensino fundamental : a formação dos professores regentes para a alfabetização e letramento de estudantes da educação especial

Abstract

The present research aimed to demonstrate the need for essential training requirements of teachers leading the early years of elementary education for the literacy and acquisition of reading and writing skills among special education students. This process is based on the premise that the process of literacy and reading development is a social and individual right for special education students, and must be aligned with national and municipal guidance documents on competencies and skills. To better understand the research object, three questions were formulated: A) What are the essential training requirements in the initial, ongoing, and/or in-service education of teachers leading the classes, in order to effectively literate and teach reading and writing to special education students? B) What is the need for training for these teachers based on their daily experiences in the school environment to ensure that literacy and reading and writing processes for special education students in regular classrooms occur effectively? C) Do the ongoing or in-service training programs that teachers leading the early years of elementary education have and receive equip them to comprehend how to meet the essential skills outlined by the BNCC for special education students? Consequently, to answer these questions, we delineated the following objectives: 1) To analyze the training of elementary education teachers leading the early years regarding the literacy and acquisition of reading and writing skills of special education students. 2) To specify the type of training that teachers leading the early years of elementary education have, both initially and ongoing, and what they obtain in-service, to effectively literate and teach students with disabilities, global developmental disorders (GDD), and high abilities/giftedness. 3) To discuss the essential training requirements for teachers leading classes to literate and teach the target audience of special education, based on their daily experiences and practices in the classroom. 4) To propose reflections on the training of early years elementary education teachers and the processes of literacy and acquisition of reading and writing skills for special education students, based on the competencies and skills outlined by the BNCC and by the Cuiabana School Policy. To underpin the theoretical foundation of this study, a bibliographic review was undertaken through printed and electronic books, articles, theses, and dissertations, in addition to a documentary survey of the key legislation that supports the study. The methodological procedures adopted situated within a qualitative and exploratory perspective through action research, utilizing semi-structured with formulated questions correlated with the study objectives. For data analysis and result discussion, the proposed methodology was grounded in Bakhtinian enunciative-discursive perspectives and included reflections on theoretical concepts of alterity and surplus vision, constituted by the voice of the teacher as a participant in the reflective process. Additionally, it drew upon other authors, such as Mantoan, Mendes, Vygotsky, Nóvoa, Góes, and other theoretical references relevant to the research. As a result of the entire trajectory outlined in this study, we managed to answer the proposed research questions, and through the "voice" of the leading teachers, we achieved the objectives of this work, which demonstrated that the training needs of teachers, from initial, ongoing and inservice training, must be rethought, as they still do not adequately prepare teachers for the literacy process and the acquisition of reading and writing skills of special education in accordance with guiding documents on competencies and skills.