PRÁTICAS INCLUSIVAS NO ASSENTAMENTO PONTAL DO TIGRE, PARANÁ, BRASIL

This article aims to analyze the inclusive pedagogical practices implemented at the Chico Mendes Municipal Rural School, located in the Pontal do Tigre Settlement in the municipality of Querência do Norte, Paraná, Brazil. The study seeks to highlight the importance of these practices in promoting quality education in rural areas, through initiatives that foster individuals’ agency in shaping their own identities—especially considering the conflicts inherent in rural social relations. This is a qualitative, exploratory study, with data collected through a questionnaire completed by all the teachers at the school. All participants are women with postgraduate degrees in Special Education, Psychopedagogy, or Rural Education. Specialized services for students with disabilities are provided during after-school hours in a Multifunctional Support Room by a specialist teacher. The results show that the school’s pedagogical practices support inclusion and promote necessary adaptations for the full development of students with disabilities. One of the most frequently adopted classroom strategies is collaborative group work. It was also observed that the curriculum implemented in schools within agrarian reform settlements is deeply connected to agricultural practices and to the daily lives of settler families. In this context, the implementation of inclusive pedagogical approaches in the educational system is essential—not only to ensure access, but also to guarantee retention and effective learning for this student population.