CLASSE MULTISSERIADA, PRÁTICAS PEDAGÓGICAS E INCLUSÃO DE ESTUDANTES COM DEFICIÊNCIA

This study discusses issues that permeate the pedagogical practices of a multi-grade rural school in the Aracê District, Domingos Martins/ES, through the inclusion of students who are the target audience for Special Education. It seeks theoretical foundations in authors dedicated to building knowledge about Rural Education, as well as Special Education. It is based on qualitative research and the assumptions of the case study, carrying out the collection through authorization from the municipality and the school and carrying out a focus group. It adopts as participants three teachers working in the rural school analyzed, with students with disabilities in multi-grade classes. It produces the data in the second half of 2019 and records them in a field diary and recorders. The results indicate that the pedagogical practices of rural schools with multi-grade classes are affected by the dynamics/organization of these classes themselves, as well as the ways in which curricula are planned and practiced, the existence (or not) of political pedagogical projects and the implementation of support networks for the schooling of students who are the target audience of Special Education.