A Educação Especial na escola regular: propostas de ações para uma escola de ensino médio

Abstract

This study aims to analyze the effects of actions that promote inclusive movements in a regular upper secondary school, with a focus on Special Education from an inclusive perspective. Inclusive education remains a challenge in Brazil, and for upper secondary students this challenge is even more pronounced. National studies conducted in recent years reveal important findings regarding the provision of services to students supported by Special Education at the upper secondary level, demonstrating that both access to and retention of these students are often compromised due to the lack of inclusive actions in schools. Thus, this dissertation is structured as a qualitative study of the collaborative action research type, which adopts a self-reflective spiral and considers collective construction between the researcher and the research participants (Barbier, 2007). Its proposal is the development of inclusive actions involving teachers, the school management team, pedagogical coordination, students, and families in a state public school located in a small town in the interior of Bahia. We conclude that the strategies aimed at the school community enhanced collaborative inclusion practices in the institution studied, as they incorporated the diverse perspectives and understandings of the individuals who make up the school dynamics, providing greater understanding and generating important opportunities for dialogue, reflection, and action in response to concrete situations encountered in everyday school life.