As práticas pedagógicas na educação especial e inclusiva da rede pública de ensino

Abstract

School inclusion is analyzed based on pedagogical practices, an essential assumption for the democratization of the school. Laws and public policies are fundamental for the exercise of social democracy, even in the context of difficulties in guaranteeing social rights in education, health, employment, among others. Pedagogical practice in the context of inclusion can be understood as the actions of educational agents, education managers, teachers, educational advisors, psychologists, among others, with a view to guaranteeing the teaching-learning process. The inclusion of new practices in the pedagogical scope of educational institutions is arduous, while it requires certain knowledge from all faculty and technicians, which requires specific training, in order to develop policies and adapt curricula to plans, as well as adapt procedures of teaching to the individual and collective competences and abilities of the students. The aim of this work is to understand the pedagogical practices adopted by teachers in inclusive education in public schools. With the presented systematic review, it is expected to analyze relevant studies that describe pedagogical practices in the context of school inclusion. Therefore, looking at inclusion from teaching-learning actions makes it possible to visualize the process of school inclusion, beyond its difficulties and student access