A percepção docente sobre as práticas pedagógicas inclusivas no contexto escolar

Abstract

Inclusive Education has been consolidated as a fundamental principle in educational policies, seeking to ensure that all students, regardless of their particularities, participate fully in mainstream education. This paradigm requires significant changes in teaching practices to meet the diversity present in classrooms. In this way, the aim of this study was to get to know teachers' perceptions of inclusive teaching practices in the school context, investigating how teachers articulate planning, teaching and collaboration to promote inclusion and meet the needs of all students. The participants are teachers from the Secretaria de Educação e Desporto Escolar (SEDUC/AM) in the curricular components of Portuguese Language, Mathematics, and Physical Education for the Final Years of Elementary School (6th to 9th grade), totaling 7 teachers, regardless of gender or age. Data were collected using the Focus Group (FG) technique. Data analysis was performed using Textual Discursive Analysis (TDA), based on the following categories: (1) Teachers' perceptions of planning for Inclusive Education; (2) Teachers' perceptions of teaching for Inclusive Education; (3) Teachers' perception of collaboration between regular education, Specialized Educational Assistance and support professionals; (4) Teachers' perception of collaboration with parents and guardians. The results of the research show that, despite teachers' recognition of the importance of Inclusive Education, practical implementation faces significant challenges. Among the main problems reported are work overload and lack of specific training, which result in insufficiently inclusive pedagogical planning. Although collaboration is considered fundamental, it is not effectively practiced in the school due to the lack of structured processes. In addition, parental involvement is often limited. The lack of planning that facilitates student participation and the absence of adequate collaboration between the school community end up limiting the scope and quality of inclusive practices. To overcome these challenges, it is necessary to continually improve planning and teaching, with an emphasis on practical training, adapting methodologies and strengthening collaboration between all those involved in the educational process. Policies that guarantee adequate resources and promote ongoing teacher training are essential to create a more inclusive school environment and provide the necessary support for teachers.