PRÁTICAS PEDAGÓGICAS INCLUSIVAS NO CONTEXTO DO ENSINO FUNDAMENTAL: UMA ANÁLISE A PARTIR DAS PERCEPÇÕES DE PROFESSORES DOS ANOS INICIAIS

Abstract

The construction of a democratic and equitable educational system requires the recognition of diversity as a foundational principle of pedagogical practices. The inclusion of students with disabilities in mainstream education is understood not only as a normative guideline, but also as an ethical and political imperative of contemporary education, reaffirmed by public policies such as the National Policy on Special Education from the Perspective of Inclusive Education (2008) and the Brazilian Law for the Inclusion of Persons with Disabilities (2015). This article aims to analyze the conceptions and experiences of teachers in the early years of elementary education regarding inclusive pedagogical practices, focusing on the strategies adopted, the challenges encountered, and the effectiveness of actions implemented in daily school life. This is a qualitative research study based on semi-structured interviews conducted with teachers working in public schools. Data analysis was carried out using content analysis techniques, guided by the theoretical framework of inclusive education. The findings highlight progress in teachers’ perceptions of the importance of inclusion, while also revealing the persistence of structural, formative, and attitudinal barriers that hinder the consolidation of a truly inclusive school. By valuing teachers’ voices, this study contributes to the debate on teacher education, the strengthening of public policies, and the enhancement of inclusive pedagogical practices as essential conditions for a socially committed quality education.