SCHOOL INCLUSION AND PEDAGOGICAL PRACTICES: THEORETICAL REFLECTIONS AND AN EXPERIENCE REPORT IN BASIC EDUCATION

Abstract

Inclusive education has become a guiding principle of contemporary educational policies, reinforcing the right of all students to access, remain, and learn in mainstream schools. In Brazil, the expansion of policies aimed at school inclusion has intensified debates regarding the transformations required in pedagogical practices and in the organization of teaching work in order to address the diversity present in classrooms. In this context, this article aims to discuss theoretical foundations of inclusive education and present an experience report developed in the teaching of geometric solids in a basic education classroom. The study is characterized as qualitative research, combining a theoretical review on school inclusion, cognitive diversity, and pedagogical mediation with the description and analysis of a classroom teaching experience. The reported activity was based on the use of concrete materials and collaborative student interaction, aiming to facilitate the understanding of mathematical concepts and expand opportunities for participation in the learning process. The findings suggest that pedagogical practices that emphasize experimentation, interaction, and diverse teaching strategies can contribute to making teaching more accessible and meaningful for students. It is concluded that the construction of inclusive educational environments depends on the articulation between educational policies, teacher training, and pedagogical practices committed to valuing diversity and democratizing access to knowledge.