A relação entre o planejamento docente e o atendimento educacional especializado: contribuições para educação inclusiva

Abstract

The idea of an education that meets the needs of all students enrolled in regular schools has gained significant traction in recent decades. Debates surrounding inclusive education have consolidated themselves as a current challenge and a fundamental principle for conceptualizing an education centered on equity and quality teaching. Therefore, the idea of building collaborative practices within schools has become one of the cornerstones of consolidating this inclusion. Thus, this work's overall objective is to understand how teacher planning, combined with Specialized Educational Services, can contribute to the development of inclusive pedagogical practices. The research was based on a qualitative bibliographic approach based on master's dissertations selected from the CAPES Theses and Dissertations Catalog, which discuss the themes of school inclusion and collaborative work among teachers. The analysis of three dissertations showed that joint planning between regular classroom teachers and Special Education professionals is essential for the implementation of inclusive education, enabling the diversification of strategies, curricular accessibility, and the elimination of barriers to learning. The results demonstrated that collaborative practice benefits not only the target students of Special Education but also the entire school community, strengthening equity and the quality of the educational process. However, significant challenges were identified, such as lack of institutional time, insufficient pedagogical resources, resistance from some professionals, and a lack of ongoing training. The conclusion is that building an inclusive school requires the collective engagement of teachers, support from public policies, and the appreciation of diversity as an educational principle.