Práticas pedagógicas inclusivas: diálogos entre gestão educacional e pedagogia Inaciana

Abstract

The present work aims to analyze the inclusive pedagogical practices of Elementary Education I of the colleges of the Jesuit Education Network (RJE) in the light of the Ignatian Pedagogy. For this, the proposals implemented from the perspective of Educational Management are discussed, understanding that this sphere in the school subsidizes the practices that are organized with the purpose of including students. To achieve the objective of this research, the qualitative approach was chosen, having as a methodological proposal the study of multiple cases, involving three institutions belonging to the EJN. In the collection of data, it was used the documental analysis, semi-structured interview, and conversation circle. The documents provided by the colleges were assessed to identify the inclusive pedagogical practices already implemented. 14 managers were interviewed, contemplating: academic direction, coordination and pedagogical guidance, specialized educational advisors and coordinators of the Center for Inclusion and Specialized Educational Assistance. In the conversation circles, 14 teachers who work from the 1st to the 5th year of elementary school, presented their contributions on the inclusive pedagogical practices that are organized in the acting schools, bringing an assessment of these propositions. Content analysis, as a data analysis strategy, enabled a fruitful interaction with the schools' inclusive pedagogical practices, configuring the dialogues provoked from this relationship, where the study categories were established. In the analysis of the documents and narratives, it was possible to notice that the schools base their inclusive pedagogical practices in national policies and in the Ignatian Pedagogy, a theoretical framework that supports the practices of the schools. The research findings point out that there is a dialogue between inclusive pedagogical practices and Ignatian Pedagogy in the researched institutions and demonstrate that, for this dialogue to be increasingly effective, it is necessary that a new culture be built with respect to an inclusive school, seeking new ways of interacting with students, understanding that the difference is power to achieve learning. In this way, Educational Management plays an important role, as it supports the organization of inclusive pedagogical practices, institutional policies for the reception of these students and supports teachers, about the constitution of new pedagogical practices and in the training movement. personal and professional, issues so important in the formation of excellence that the RJE colleges propose. As an intervention proposal, the creation of work groups is presented, within the institutions and in the Network, so that inclusive pedagogical practices can be discussed in favor of the organization of guidelines that guide the work of the institutions and as a proposal for training in schools, based on the exchange of successful experiences.