EDUCAÇÃO INCLUSIVA: DESAFIOS E POSSIBILIDADES PARA O PROFESSOR PEDAGOGO

Considering inclusive education as a contemporary teaching model whose purpose is to provide equality and value differences, allowing everyone to live together in the school environment, it also allows us to recognize that there are differences of gender, ethnicity and social class within this space. The proposal for inclusive education, as set out in the legislation, seeks to offer the same learning opportunities in the same educational space, regardless of their particularities and limitations, because only in this way will the universalization of educational and social rights be respected. In this sense, this study aims to analyze the difficulties reported by teachers working in regularity education in developing their pedagogical practices, from the perspective of Inclusive Education. The methodology used was based on a qualitative approach, with a semi-structured questionnaire as the data collection instrument, with open and closed questions applied to three teachers from the municipal education network in Cáceres-MT. The research concludes that the teachers face a number of challenges in promoting inclusive education in their day-to-day school life, such as: the lack of public management involvement, pedagogical support, deficiencies in teacher training in the area of Inclusive Education, difficulties in family acceptance, and the establishment of family partnerships to collaborate in promoting inclusive education together.