A STUDY ON PEDAGOGICAL PRACTICES IN INCLUSIVE EDUCATION AT TIRADENTES MUNICIPAL SCHOOL
Keywords:
Inclusive education, Pedagogical practices, Learning difficultiesAbstract
This article analyzes the pedagogical practices developed in the context of inclusive education at the Tiradentes Municipal School, located in Aripuanã/MT, within the scope of an undergraduate research project at the UniBTA University Center. The qualitative research aimed to understand the advances, challenges, and possibilities of school inclusion, with special attention to students with learning difficulties. Data were collected through classroom observations, and document analysis, and interpreted in light of the theoretical contributions of Mantoan, Sassaki, and Vygotsky. The results highlight advances related to physical accessibility and the presence of specialized support in the classroom, as well as significant weaknesses, such as the lack of spaces for individualized support and insufficient continuing education for teachers to adapt inclusive pedagogical practices. It is concluded that the implementation of inclusive education demands continuous investment in teacher training, pedagogical reorganization, and the strengthening of public policies, especially in the context of small municipalities, in order to ensure the right to learning for all students.
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