ABSTRACT
This study proposes the description and analysis of possibilities and challenges in the work with students with disabilities from the Pedagogical Home Care in the city of Santos, state of São Paulo, Brazil, according to the teachers' point of view. For that, we chose a qualitative methodology and a semi-structured interview with teachers who work in this context. Eight female teachers from the Pedagogical Home Care participated; they had more than one year of experience at the job and worked with children and adolescents with disabilities. Data analysis allowed the understanding of meanings, values and attitudes that correspond to the processes of reality. The specific literature, official documents on Inclusive Education, Hospital Classes and Pedagogical Home Care guided this research and made possible the legislation support. The results indicate that it is essential to think about the role and (re)significance of the teacher's role in this process. The plurality of knowledge and the articulation of education and health emerge as a fundamental aspect for a collective construction that favors the teaching performance. Another relevant aspect was the reflection on the re-signification of the teaching profession in the home environment, collaborating with the elaboration of proposals for more effective actions in the work with the Pedagogical Home Care students, as well as the possibility of extending this practice to other situations within the school scope, and the guarantee of effective schooling outside the "school walls" for other municipalities.
KEYWORDS:
Special Education; Health teaching; Pedagogical Home Care; Inclusion; Inclusive education