Prática pedagógica em uma escola da rede municipal de Goiânia: aproximações e distanciamentos da perspectiva inclusiva para a educação especial

Abstract

This master's research, in the Education, School, and Technologies Line - Axis: Teacher Training and Pedagogical Practices, aimed to analyze the pedagogical practice developed by teachers in a municipal public school in Goiânia based on the following guiding question: how do public school teachers develop their pedagogical practice in the face of the school inclusion of people with disabilities? The proposed discussion addresses issues related to the historical trajectory of special education and its impacts on public policies, teacher training to work in special education, and pedagogical practice from an inclusive perspective. The theoretical framework was based, among others, on Bueno (2016), Orrú (2021), Sassaki (2006), Saviani (2014), and Vygotsky (2022). In this study, exploratory qualitative research was chosen as the methodological option. The complementary stages included literature review, documentary research, and field research, which allowed data collection through observations and interviews with five teachers from the selected school. The interpretative and critical analysis of the collected data sought to intertwine theoretical knowledge with empirical data obtained from interviews and enabled the composition of four categories of participants' perceptions on the following topics: perception of disability, perception of inclusive education, initial and continuing education for teaching people with disabilities, organization of teaching and pedagogical practice, and challenges for the construction of inclusive practices. The data indicated that, even during the implementation of inclusive policies, the pedagogical practices developed by the five interviewed participants are still influenced by the medical model of disability conception and do not meet the specific sensory, cognitive, and/or motor nature of this public. However, the participants, in developing their pedagogical practice, showed themselves favorable to school inclusion by perceiving the cognitive development exhibited by students with disabilities. Among the challenges for carrying out pedagogical practice from an inclusive perspective are the absence of physical and digital accessibility, precarious and inadequate training of education professionals. There is an urgent need to rethink the initial and continuing training of teachers in order to enable the fulfillment of what is provided for in legislation, since pedagogical practice from an inclusive perspective for the education of people with disabilities described in the literature is still a goal to be achieved.