Práticas pedagógicas promotoras de inclusão: perspetivas, desafios e reflexões

Abstract

Inclusive Education values the diversity present in the school context and is a fundamental concept for ensuring equity in education, promoting meaningful and fair learning for every student, regardless of their ethnicity, culture, nationality, and abilities. This dissertation aims to understand the potential and challenges of developing inclusive pedagogical practices in the classroom based on a case study in a School Group in the metropolitan area of Porto, Portugal. This work reflects on the construction of inclusive learning environments and the possibility of creating inclusive cultures in schools based on pedagogical practices that meet the provisions of Decree-Law No. 54/2018 and Decree-Law No. 55/2018, as well as the Profile of Students Leaving Compulsory Schooling (PASEO). To this end, a qualitative approach was used, based on the interpretative phenomenological paradigm, based on the understanding of the meanings that the school context and human relationships can provide. The data collection techniques used were a questionnaire survey for all teachers in the School Group, a semi-structured interview survey, and participant observation with two class teachers, a Special Education teacher, and a Psychologist. The main results indicate that research participants recognize that Decree-Laws No. 54/2018 and 55/2018 brought greater promotion of inclusive pedagogical practices through, above all, curricular flexibility. All participants have a common thread in their perspectives: Inclusive Education is for all students so that the teaching-learning-assessment process is accessible and guarantees equity of opportunities to learn, highlighting collaborative work between professionals of the School Group, with an emphasis on the work of EMAEI. Therefore, it is highlighted that knowing students, prior planning, monitoring of pedagogical practices, feedback, the feeling of empathy, and the feeling of belonging, based on the teacher's pedagogical intentionality, plays a crucial role in this teaching process-learning assessment, based on the strategy of pedagogical differentiation.