MOBILIZAÇÕES E PERSPECTIVAS DOCENTES PARA A INCLUSÃO ESCOLAR: ENTRE A ADAPTAÇÃO CURRICULAR E O ENSINO PARA TODOS

Abstract

This investigation is linked to the Education, Childhood and Diversities research line of the Stricto Sensu Postgraduate Program in Education at the Federal University of Mato Grosso do Sul (UFMS), Três Lagoas, and is developed at the Center for Studies and Research in Inclusion ( NEPI). The objective was to understand the reasons that lead teachers to plan their classes by diversifying activities for the entire class based on the same curricular content or adapting teaching for some students. The research was carried out in a school in the municipal education network of Dracena - SP, with teachers who work in the first, second and third years of Elementary School. The methodological design, with a qualitative approach, used structured interviews as data collection instruments. Data analysis was organized into three thematic axes: school inclusion; lesson planning; and teaching and learning. The research made it possible to identify the reasons that lead the participating teachers to plan teaching in order to develop diverse activities for all students or adapted for some, aligning or not with school inclusion, respectively. The results showed that, although the teachers received in-service training, some still insisted on the process of curricular adaptation because they considered this practice more viable and feasible than diversifying activities within the work dynamics at school and in the education system, facilitating the process of teaching. It was evident that Specialized Educational Assistance (AEE) was not understood by the participating teachers, who sought curricular content teaching activities to resolve the learning difficulties of students considered the target audience for Special Education. In other words, they did not understand that Special Education from the perspective of Inclusive Education does not replace or complement teaching, but supports students in terms of accessibility in the classroom and other school spaces, eliminating physical, communicational, linguistic or attitudinal barriers, not of teaching. Although they used adaptation as an inclusion strategy, some exclusionary practices were identified, as they are based on an idealized student model and expect that, through adaptations, students learn content that is at least "similar" to the content supposedly learned by others. It was also found that the management team must monitor these practices more closely and organize training moments in which these actions can be problematized and theorized collectively, using texts that encourage teachers to understand what inclusive teaching actually is. Teachers believe that it is the role of the AEE teacher to teach the target audience of Special Education students and, when planning the lesson, they do not consider the specific needs of this audience. Therefore, they end up preparing classes for part of the class, not considering these students and, consequently, making adaptations necessary. Therefore, there is a need for pedagogical guidance so that the training needs of all students are considered in class planning. Keywords: Curriculum adaptation. Diversified teaching. Planning. School inclusion.