The Voices of Teachers on Inclusive Education

Abstract

This article investigates how inclusive pedagogical practices are structured and implemented in public schools. The research was based on how inclusion practices are developed and whether continuing education programs support them. The methodology, which was qualitative and exploratory, focused on the author's workplace: the EEEM Barão do Cêrro Largo in Rio Grande, RS. Data was collected through semi-structured interviews with teachers who work with students in inclusive education. Discursive Textual Analysis (DTA) was used to process and synthesize the information, resulting in four main categories that describe the key elements of inclusion practices: The Teacher's Discerning Gaze, which highlights the crucial role of empathy and pedagogical intentionality in the learning of students with disabilities; Continuing Education, which reveals teachers' proactive search for knowledge despite gaps in training policies; The Lack of Monitors, which points to a shortage of specialized support that compromises inclusion and overburdens teachers; and Specialized Educational Assistance (AEE), which is highlighted as a center for pedagogical support that offers specific guidance and adapted materials. The results show that despite teachers' individual efforts, the consolidation of inclusion depends on institutional investments (in both structure and training) to ensure quality education for all students, especially those with special needs.