Inclusive strategies in private schools in the ABC Region of São Paulo

Abstract

The recognition that difference is part of the constitution of the human being allows us to problematize educational models based on the concept of homogenizing the teaching and learning process. In line with the construction of a more equitable and welcoming society, teachers tend to adopt inclusive pedagogical practices that serve students with or without disabilities. In this sense, this study, of an exploratory nature, aimed to highlight pedagogical strategies that promote specific inclusive practices that enhance learning, even at different paces. To achieve this, the study used a qualitative data collection approach, through semi-directive interviews with early childhood education and elementary school teachers (initial years) from private schools in the ABC Region of São Paulo. The primary data obtained through the interviews were recorded, transcribed and analyzed from the perspective of critical reading. The teachers' statements showed that the pedagogical practices most present in the daily lives of schools often express reductionist pedagogical proposals that disregard the specificities of students with special educational needs. Proposing inclusive strategies to include these students in the classroom is still a challenge for teachers in private schools. In general, these challenges are more present in schools that use booklet systems that do not always favor curricular adaptations, a fundamental strategy to promote better achievement in the educational process of students with special educational needs.