Inclusive Education Policies and Pedagogical Practices in Public Schools: Experiences in Brazil

Abstract

This article refers to the results of a survey on policy implementation of public policies for inclusive education and the experiences of school inclusion of students with visual impairments at the Adelino Magalhães Municipal School, located in Niterói, state of Rio de Janeiro, with the primary objective of characterizing the experiences on pedagogical praxis with students with visual impairments considered to be in a situation of inclusion. The theoretical-methodological framework adopted in the problematization of the object of study and data analysis was the critical theory of society. The study included: two visually impaired students considered to be in a situation of inclusion, a teacher from the inclusive classroom, a teacher from the multifunctional resources room and a teacher of pedagogical support for school inclusion. The results revealed that the Adelino Magalhães Municipal School is developing inclusive education, mainly due to the implementation of public education policies in the municipality of Niterói, which prioritize the inclusion of students with disabilities. It was found that inclusive education demands collective political-pedagogical commitment from teachers, administrators and family members in favor of public schools and their democratization. Consequently, inclusive education enables solidary teaching and learning experiences centered on the humanization of students with disabilities, thus making them able to recognize themselves as participants in society, in which the violence present in competitiveness prevails.