Educação inclusiva e as práticas pedagógicas dos professores de uma escola municipal no sul de Minas Gerais: um estudo de caso

Abstract

The present study falls within the scope of research focused on pedagogical practices aimed at people with disabilities in the school environment, from the perspective of educational inclusion, considering the ableism present in educational settings. The main objective of this work was to understand the pedagogical practices adopted by teachers in relation to people with disabilities in the school context, specifically within the Multifunctional Resource Room of a municipal school in the South of Minas Gerais, as well as the teaching-learning process. For the conduct of this study, a qualitative approach was chosen, using a case study of participant observation, which involved the investigation of the formation and practices of the teachers at the aforementioned school. To collect data, free observations of teachers' practices, considered the main subjects of the research, were carried out, and a field notebook was kept to record observations. Data analysis was performed based on the principles of Categorical Content Analysis, following Bardin's perspective (2011), covering the following categories: "Continuing education of teachers," "Teachers' experiences with people with disabilities in the school context," and "Ableism outside the MRR." As a conclusion of this study, it is considered that continued education combined with reflective practices and the adoption of new teaching methodologies can significantly benefit the learning of people with disabilities, as well as improve teachers' pedagogical practices. However, despite the Multifunctional Resource Room being a contributing element to the promotion of inclusive education, an increase in ableism within the school environment under analysis was observed. In this context, the importance of knowledge of public policies and understanding the concept of disability to combat ableism is highlighted.