Formação continuada de professores do Ensino Médio Integrado do Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Norte (IFRN), na perspectiva da inclusão escolar de aluno com deficiência visual

Over the past decades, substantial transformations have occurred regarding the education of the visually impaired motivated by the movement towards inclusion. In this context, we have verified an increase of the integration of visually impaired students to mainstream schooling, including mainstream or Integrated High School, within the sphere of Professional Education. Such inclusion of visually impaired students to mainstream education, more specifically in the Integrated High School, bring about challenges for educational institutions in many levels, especially concerning teacher training. Among the institutions that offer this level of instruction, there is the Federal Institute of Education, Science and Technology of Rio Grande do Norte (IFRN), Zona Norte campus, which, in 2014, admitted a visually impaired student, a fact that led the institution and the Electronic technical course to adjust in order to meet the needs of this student. Among the adjustments, the most prominent one is the continued teacher training in Integrated High School, considering that a large amount of teachers did not have knowledge about the needs that visual impairment entails. In light of this, we took interest in fostering an investigation whose general objective was to analyze the contributions of an intervention project focused on the continued training for Integrated High School teachers, IFRN educators, in the field of Special Education with an inclusive perspective, focused on the teaching of the visually impaired, with the view to promoting inclusion. Specifically, our objectives are: a) know the conceptions, knowledge and training needs of teachers regarding the teaching-learning process of students with visual impairment with a view to their educational inclusion; b) develop an intervention project aiming at attaining the formative needs raised by the teachers. In order to reach these objectives, we developed a qualitative research that encompassed literature review, documental and action research, whose data collection ...