Inclusive pedagogical practices in regular education in collaboration with special education

Abstract

This study aimed to analyze the pedagogical practices developed by regular education teachers in collaboration with special education teachers, practices that are considered inclusive and that contribute to the quality of the learning process of the target audience of special education students. The research was based on a qualitative approach with bibliographical and documentary research, in addition to the application of questionnaires to teachers and managers, through Google Forms. The documentary corpus consisted of international, national, and municipal documents. The analysis methodology was based on comparative analysis through triangulation of systematized information with the different instruments used. As a result, it was possible to verify that the elements of an inclusive pedagogical practice are present in world documents, federal policies, and municipal policies. However, it was found that there is a way to go for inclusive pedagogical practices to be effective in teaching, since it is necessary to transpose the theoretical knowledge found in the regulations to inclusive pedagogical practices that guarantee the participation and learning of the special education student.