Educação especial na perspectiva da educação inclusiva na escola pública: possibilidades e desafios

Abstract

This dissertation investigated Special Education from the perspective of inclusive education in a public school in the state of Amazonas, seeking to understand how educational policies and current legislation were materialized in everyday pedagogical practices. The general objective was to analyze the inclusive practices developed in the investigated school context, while the specific objectives were to identify the profile of students in Special Education, examine the pedagogical strategies adopted by teachers, and reflect on the challenges and possibilities of school inclusion in a scenario marked by regional inequalities. The research was based on a qualitative approach of a descriptive nature, using documentary analysis of legislation and institutional documents, as well as the analysis of data produced through interviews and records of daily school practices as methodological procedures. The theoretical framework engaged with authors in the fields of Inclusive Education and Special Education, articulating the discussion with national regulations that guaranteed the right to education for students with disabilities. The results showed that inclusive pedagogical practices were largely built upon the ethical commitment and professional experience of teachers, who sought to adapt content, methodologies, and resources to meet the diversity of the student body. Despite advances observed in student inclusion, socialization, and participation, challenges related to continuing teacher education, institutional support, and the effective implementation of public policies remained, indicating the need for sustained investment to strengthen inclusive education in the Amazonian context.