Inserção das metodologias aplicadas em salas regulares frente ao processo ensino-aprendizagem no âmbito da educação inclusiva

Abstract

At school, there is a false idea that everyone can acquire knowledge in a homogeneous way. However, this conception contradicts everyday life, since in the educational space there are students with particular needs, i.e., each with their own reality. In this way, we are looking for new methodologies for the teaching-learning process in the context of inclusive education, capable of developing students' skills and guaranteeing access to education for all. In view of this, the general aim of this article is to analyze how the inclusion of new methodologies applied in regular classrooms, in the teaching-learning process, contributes to the inclusion of people with special educational needs. The research consisted of bibliographical research and a qualitative approach. Including students with disabilities in regular classrooms means taking into account respect for the differences and individualities of each individual, in order to promote methodological practices that involve the active participation of the student, thus fostering interaction between subjects. Thus, for inclusion to be effective in promoting the teaching-learning process, structural changes are needed in the environments that offer education, such as new methodologies to support the care of students and their specificities.