Educação especial na perspectiva inclusiva: a cultura de inclusão em uma escola estadual de Minas Gerais

Abstract

This management case, developed within the scope of the Professional Master’s Program in Education Management and Evaluation (PPGP) at the Center for Public Policies and Educational Evaluation of the Universidade Federal de Juiz de Fora (CAEd/UFJF), addressed the issue of equity in Special Education at Escola Estadual Prof. Joaquim Lourenço Machado, located in Ouro Preto, Minas Gerais. The study was guided by the following research question: In which ways is it possible to foster a culture of inclusion at Escola Estadual Prof. Joaquim Lourenço Machado State School? The general objective was to understand how the school experiences inclusive culture and to identify aspects that could be improved. The specific objectives were to describe how the school promotes the inclusion of students; analyze the teachers' pedagogical conceptions regarding Inclusion and Inclusive Culture; and propose strategies to promote inclusive culture within the school context. The theoretical framework was based on the contributions of Mantoan (2015), Sassaki (1997), Mendes (2020), besides other authors that discuss concepts and strategies related to inclusive culture. This qualitative study was conducted through a pedagogical meeting with the school’s teachers, in which conceptions, practices, and challenges related to inclusion and pedagogical equity were debated. This method made it possible to understand the collective perspective of teachers regarding Special Education and their experience with inclusive culture in the school environment. The results indicate that, although the school already develops actions focusing on inclusion, significant challenges remain in order to achieve pedagogical equity, especially related to teacher training and the effective implementation of inclusive practices in the classroom. The study also revealed the need to broaden the collective understanding of inclusive culture and to strengthen the shared responsibility among all actors involved in the educational process. Based on this analysis, an Educational Action Plan (PAE) was developed, outlining strategies to foster inclusive culture at the school, including continuous teacher training, strengthening collaborative work between teachers and specialists, and implementing pedagogical monitoring practices designed to promote greater equity in the teaching and learning process.