II Simpósio- artigos agrupados Editado ate pagina 1035

provided to the teachers with disability in the context of their labour activities and how
they felt in the classroom. For that, an exploratory, descriptive, research was developed
in a municipal public school in São Luís/MA. The participants were 3 teachers with
disability, being two with hearing deficiency and one with visual deficiency, all
belonging to female sex. Pedagogues, with ages of 25, 30 and 42 years old, two have
specializations in School Supervision and one in Libras, having between 1 to 3 years of
teaching practice. The data were collected through semi-structured interviews and the
results reveal that still has much to be done so that teachers with disabilities can develop
their professional activities effectively, in the specific case, the school needs greater
architectural adaptations, the pedagogical resources need to be adapted to the real needs
of the teachers with sensorial deficiency, the continuous formations lack adjustments in
relation to the deafness and the visual deficiency in the regard to accessibility in
communication and / or access to socialized knowledge, as well as the question of
stigmas presence and prejudices in relation to the labour potential of teachers with
disabilities.
Keywords: Teachers with disabilities. Labour function. Accessibility. Stigmas.
INTRODUÇÃO
O processo de inclusão, na maioria das vezes, é visto pelo ângulo do
discente com deficiência e/ou com necessidade educacional específica, sem focar nas
necessidades específicas dos docentes que possuem algum tipo de deficiência e/ou
necessidades laborais diferenciadas. Nesse sentido, ainda existem poucos estudos sobre
a inclusão laboral e/ou a prática pedagógica de professores com deficiência em salas de
aulas regulares, bem como sobre a assistência que a rede pública de ensino oferece a
eles.
Muitos direitos já foram assegurados às pessoas com e sem deficiência
desde a Declaração Universal dos Direitos Humanos, como por exemplo, o direito a
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