Ensino de língua portuguesa e inclusão escolar: caracterização e análise de práticas pedagógicas

Abstract

This study addresses the pedagogical practices implemented in Portuguese language classes as part of the school inclusion process. The Brazilian Constitution of 1988 provides the right to schooling for students with disabilities in regular schools. In 2015, the Brazilian Law of Inclusion established the right to equal opportunities for people with disabilities in all types, stages, and levels of education in regular schools in the national territory. Indeed, in addition to enrollment, it is also necessary to favor student participation, learning, and academic success during their schooling process. The universal pedagogical practices contemplate differentiated teaching methodologies which offer equitable learning situations and aim to reduce the barriers related to the teaching and learning process for all students in the classroom. This descriptive and exploratory research with quantitative approach sought to identify and describe the teaching practice in the teaching of Portuguese language to students with disabilities enrolled in common classes in the final years of elementary school. To do so, an online questionnaire was applied to 30 Portuguese language teachers who worked in middle school classes in regular public schools in the state of Mato Grosso do Sul. The instrument identified: the support services offered by the schools; the type of collaboration established between the regular classroom teacher and the support teacher; the needs of students with disabilities; the strategies and resources of differentiated teaching in the Portuguese language teacher's pedagogical practice; and the characterization of the practice with students with disabilities enrolled in the regular classroom, regarding the contents approached, the activities proposed, and the assessment. It discussed to what extent the practice of Portuguese language teachers meets the principles of differentiation and curricular accessibility, to maximize the learning and participation of all students. Thus, it is possible to state that there is a favorable attempt at diversification and that teachers use differentiated techniques with the students. However, there is an appreciation of exposure as a strategy and little collaboration in the relationship between the regular teacher and the teacher support in the classroom.