Inclusive actions at school: what do teachers know in practice?

Abstract

This work seeks to presente reflections on inclusive pedagogical practices, bringing continuity in discussions about teacher training in the face of inclusion, in order to verify how teachers organize their practice to serve students with disabilities in regular classrooms. We sought, through qualitative research, in which we used interviews and open questionnaires, to analyze the practices developed by Basic Education teachers. We understand that, to move towards truly inclusive education, it is essential to invest in teacher training, providing them with the tools, knowledge and support necessary to meet the varied needs of all students. Furthermore, it is essential to promote a broader and more comprehensive understanding of what inclusion means, recognizing that it goes beyond mere diagnostic considerations and encompasses the creation of educational environments that value diversity, equity and mutual respect.