Inclusão: uma análise prática na Escola Municipal de Agroecologia Vale do Tinguá, Nova Iguaçu-RJ

Abstract

The objective of this work was to analyze the pedagogical proposal of Special Education at the Vale do Tinguá Municipal School of Agroecology, Nova Iguaçu-RJ, as well as to identify the pedagogical strategies of the school team in relation to the inclusion of students with special educational needs. In the methodology, a descriptive study was carried out with a qualitative approach, in which nine teachers who work with these students were interviewed. For this, a semi-structured interview script with open and dialogical questions was used as a data collection tool. In order to have inclusive education in the field, it is necessary to understand the interlocution between the two educational themes: education in the field/inclusion, and to build from this a pedagogical practice, within the Brazilian educational reality, that enables an effective inclusion of these students in regular classes. We note that the teaching/learning space within Special Education, from an inclusive perspective, must be effectively dialogic spaces that seek, permanently, the permanence of students, thus perpetuating an accessible physical structure, pedagogical adaptations for the student with special educational needs, respecting the local/spatial particularity of the school, investing in continuous teacher training in order to effectively consolidate education for all