Abstract
The purpose of this article is to analyze data on curricular practices, based on the significance of teaching actions designed for students with special educational needs and the possibilities provided for these students in the schooling process in the Final Years of Elementary School. Based on research into documents and experiences in the field of research, this discussion is organized into two moments: the first deals with analyses based on documents accessed in the field and the second moment deals with analyses involving the perceptions and conceptions of participating teachers and students about curricular practices, the focus of this study.
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