INCLUSIVE PEDAGOGICAL PRACTICES: A PARADIGM UNDER CONSTRUCTION

Abstract

Inclusive education in regular education is still a recent reality that faces significant challenges, such as school exclusion and the lack of preparation of teachers to adapt content to include students with disabilities. This study aims to identify the inclusive pedagogical practices that have been adopted, discussing the role of teachers in the effectiveness of these actions, the main difficulties encountered and the importance of family participation in the inclusion process. The qualitative research is based on a narrative literature review, with data collection carried out by crossing the descriptors "inclusive education" and "regular education" in the Scientific Electronic Library Online (SciELO) database, with a filter for articles published between 2010 and 2024, resulting in 11 selected articles. The results indicate that some resources adapted and built for inclusion are relatively simple and are already available in the classroom. Thus, with some specific adaptations, it is possible to meet the individual demands of each student. Playful strategies, such as the use of games, music, painting, mobile alphabet, and other play-pedagogical resources, have been shown to be effective in promoting inclusion. In addition, the use of Brazilian Sign Language (Libras) by deaf students is highlighted as a relevant practice. The main difficulties faced by teachers include unpreparedness, lack of specialized knowledge about different types of disabilities, and practical inexperience. The absence of adequate support materials and the lack of specialized teachers for support in the classroom are additional barriers, highlighting the need for continuing education for teachers.

DOI:https://doi.org/10.56238/sevened2024.033-003