Práticas pedagógicas na perspectiva da educação inclusiva: narrativas de professoras

Abstract

This research emerges from concerns about our Special Education policies that are challenging the school context. In particular, in our investigation, we deal about the conceptions and pedagogical practices that are being built amid changes in the educational field. The general objective was understanding the conceptions that compose the pedagogical practices considered “practices of curriculum adaptation” developed in the context of inclusive education. As specific objectives, we sought to know the conceptions that vase the pedagogical practices developed at school and identify the pedagogical practices developed in the context of inclusive education. The methodology is characterized by qualitative research in a sociocultural narrative approach, and for the data collection it was used the semi structured narrative interviews. The collaborators were three teachers from the initial years and a special educator from a school in the municipal education system from Santa Maria – RS. Our writing is based, beyond the legal papers, on the studies of Bolzan (2002), Beyer (2008), Michels et al (2010), Carvalho (2013), Libâneo (2013), Ball et al. (2016), among others. With this investigation we understand that besides the challenges, doubts, anguish, “mistakes” and “successes”, attempts, expectations … in the group of teachers, it seems that there is a professional “tuning”, in the search for doing and being the most correspondent as possible in the context of inclusive education. Sometimes, it is by producing special education as a fundamental element in the school reconfiguration – practice articulation -, which seems to be more consolidated, sometimes it is by producing special education as a possible addendum, which proposed the approximation of pedagogical practices by some teachers through curriculum adaptations.