Escuta e organização do trabalho pedagógico: uma experiência de inclusão

Abstract

This experience report reflects on listening and the organization of pedagogical work with a student with Down Syndrome in a community school in the municipality of Bananeiras. It offers a reflection on listening as a sensitive and attentive attitude toward both verbal and non-verbal expressions—an essential attitude for the inclusion process in school education and the construction of democratic learning spaces, where differences guide equity. The main objective of this article was to report on listening and teaching-learning relationships within individualized pedagogical work from the perspective of inclusive education. The report is grounded in the studies of Paulo Freire, Mantoan, Friedmann, the Brazilian Law of Inclusion (LBI), and other key scholars who played an essential role in understanding and analyzing the data. This study follows a qualitative approach of a basic, descriptive, and experimental nature, involving the analysis of writings and images. The observed results corroborate the importance of an inclusive school environment that values each student's uniqueness, respects their specificities, and promotes holistic development. Creative and playful activities were highly relevant in sparking the student’s interest and meaningfully supporting her literacy and reading process. Furthermore, the student’s participation in collective practices, such as group discussions and caring for the school garden, was essential in strengthening her autonomy, responsibility, and engagement with the school environment. In summary, this report demonstrates that attentive listening, respectful pedagogical mediation, and the creation of learning situations tailored to the student’s specific needs were fundamental in addressing the equitable principles of inclusive education.