Inclusão escolar: a rotina escolar da prática docente com aluno com deficiência múltiplas

Abstract

This Course Completion Paper (TCC) aims to analyze the process of school inclusion in literacy, focusing on a student with multiple disabilities and indigenous, in a first-year class of elementary school. The research was carried out through a qualitative approach of ethnographic type, evaluation developed to the curricular component entitled Anthropology of Education, allowing the observation of school dynamics, social interactions and pedagogical practices in a public school in Santarém, Pará. Inclusion, although ensured by Brazilian legislation, faces challenges in practice, such as the lack of curricular adaptation, attitudinal barriers on the part of teachers and students, and the absence of adequate support, such as Specialized Educational Service (SES). The work discusses the need for continuing education for educators and the creation of more welcoming and inclusive school environments. The study of this research is weighted by books and scientific articles already published and elaborated, which are available on google sites and in the library of the Federal University of Western Pará – UFOPA, and has as its theoretical basis Paulo Freire (1970), Paulo Freire (2005), Libâneo (2004) and (2001), Mantoan (2003), Vygotsky (1997), among others. The text first addresses the legislation, challenges and practices of inclusive education; in the second point, it addresses the school space, classroom, routine with and without the Waro child; thirdly, on continuing teacher training. Thus, it is concluded that, despite advances in public policies, the inclusion of students with disabilities is still limited by exclusionary and prejudiced practices, highlighting the need for a more sensitive and transformative pedagogical approach.