DESAFIOS DOCENTES PARA EFETIVAÇÃO DE PRÁTICAS PEDAGÓGICAS INCLUSIVAS JUNTO A ALUNOS COM DEFICIÊNCIA DOS ANOS FINAIS DE UMA ESCOLA MUNICIPAL DE OEIRAS/PI

Abstract

Inclusive pedagogical practices are educational approaches that aim to ensure that all students, regardless of their abilities, characteristics or individual circumstances, have access to a quality education. Their aim is to promote the full and equal participation of all students, recognizing and valuing their differences and specific needs. However, for inclusion to be effective in practice, it is essential that teachers are prepared to meet the specific needs of each student, creating a learning environment that is accessible to all. In this context, the general aim of this dissertation was to investigate the factors that pose challenges for teachers in implementing inclusive teaching practices with students with disabilities in the final years of a municipal school in Oeiras/PI. To this end, the specific objectives were to describe the paths taken in favor of inclusive education, based on historical aspects and legislation in the area; to discuss pedagogical practices relevant to the school environment, also focusing on the literature on inclusion; to find out how teachers in the final years of elementary school in a municipal school in Oeiras-PI understand pedagogical practices in the context of inclusive education and to draw up a proposal for continuing training for teachers in the final years of the municipal network in Oeiras-PI, as a final product, based on the results generated in the research. The research was based on authors such as: Agapito (2015); Sassaki (2010); Mantoan (2003, 2006); Candau (2011); Mazzota (2011); Gadotti (2003), among others, and documents that served as a foundation for the construction of this dissertation. The study's methodology was a bibliographical and exploratory study with a qualitative approach, and field research was also carried out in the regular classrooms of a final-year municipal school in the municipality of Oeiras-PI. The participants were teachers who worked in the 6th to 9th grades of elementary school. The research tools used were observation, conversation circles and semi-structured interviews. At the end of the study, a booklet was produced in PDF format with proposals for further training for teachers. The results showed that inclusive pedagogical practices can lead to significant improvements in the academic performance of all students, including those with special needs or learning challenges. By adopting inclusive approaches, schools have been able to reduce the exclusion and marginalization of students with disabilities, learning disorders, socio-economic difficulties and other characteristics that would put them at a disadvantage in a traditional education system. Therefore, the training proposal presented in this document aims to offer teachers opportunities for training and professional updating in the field of school inclusion. By promoting reflection on existing pedagogical practices and presenting strategies and resources to make the school environment more inclusive, it is hoped that teachers will feel more prepared and confident to meet the needs of all students, thus promoting a more equitable and quality education for all.