Práticas pedagógicas aplicadas pelo professor aos alunos de inclusão no ensino de jovens e adultos: que práticas são essas?

Abstract

Inclusive education, which has its rights assured by government laws, allows everyone to have equal educational opportunities. Studies indicate that the presence of students with special needs in regular classes has been increasing significantly. (AGUIAR et al., 2018; CARVALHO, 2009; FRANCO, 2017; VITA, HENRIQUES; CAZORLA 2009). Hence, it is crucial that the pedagogical practices applied by teachers meet the educational demands. According to Silva and Arruda (2014), the teacher’s role is to understand the students’ diversity reformulating their learning practices. Inclusive practices in the youth and adult education (EJA) is also challenging, as EJA embraces students who did not have access to regular education. The present research aims to describe the pedagogical practices applied by teachers to inclusion students in youth and adult education. The methodology applied was a questionnaire with open questions to teachers, a semi structured interview with the teacher responsible for the Multifunctional Resources Room, conversations with the school’s director and observations of seven classes in an educational context, located in the southeast of Brazil, which is a reference in inclusive education. The works describes the pedagogical practices identified in the context studied and concludes emphasizing the need for future studies in this area, so that the objectives inclusive education can be achieved.