Práticas pedagógicas: aprendizagem baseada em projetos na perspectiva inclusiva

The objective of this article is to review basic specialized literature in the area of Inclusion and the Active Project-Based Learning Methodology (ABP), proposing a reflection on teachers' pedagogical practices in the face of the complexities presented by students with Special Educational Needs (SEN). These new didactic-pedagogical practices, tools and methodologies have been gaining ground in society and directing educational practices aiming at the comprehensive training of all students, without exception. From the perspective of Inclusive Education, enhancing educational actions through reading the reality of subjects, curricular restructuring and the student as the center of the process, favor the educational demands of the 21st century, contributing to a society with an inclusive culture, subsidizing concrete inclusion actions.