Ableism and anti-ableism in Basic Education: An analysis of the (Re)production of practices based on the reports of school staff

ABSTRACT This study aims to identify how ableism is (re)produced in pedagogical practices in Elementary School and Basic Education, based on reports from school professionals, and to determine which elements constitute anti-ableist pedagogical practices in the school context. A qualitative, exploratory research was conducted, utilizing semi-structured interviews with school professionals. These were analyzed using the thematic analysis technique by Virginia Braun and Victoria Clarke (2006) and the localized research approach of Donna Haraway (1995). The theoretical framework was grounded in Disability Studies in Education and Feminist Disability Studies, particularly the Ethics of Care theory. The findings discuss barriers within the school structure, the lack of awareness among professionals regarding the Specialized Educational Assistance - SEA service, pedagogical practices that reinforce ableism in the school, teacher training, and the anti-ableism pedagogical practices observed in the study.