O ensino de arte e a educação especial na perspectiva da educação inclusiva : tecendo entre fios de possibilidades e desafios da prática docente

Abstract

This study examines the teaching of Art in the final years of Elementary Education within the framework of Inclusive Education, with particular attention to students in Special Education, based on the author’s professional experience. The research assumes that, despite significant legal advancements and extensive theoretical debate on inclusion, substantial challenges persist in the day-to-day dynamics of the educational process, particularly in providing adequate support for students who constitute the Target Population of Special Education (PAEE). In this regard, it becomes pertinent to discuss Art education through an inclusive lens in the final years of Elementary Education from the standpoint of teaching practice, with a focus on PAEE students. Specifically, the study seeks to contextualize theoretical foundations and normative frameworks; to describe the planning of a pedagogical proposal grounded in inclusive principles; and to analyze teaching practice through an experience report interpreted in light of theory and legislation. The theoretical framework draws upon Freire (2013, 2014, 2018), emphasizing the centrality of educational practice as a critical and emancipatory endeavor; Mantoan (2011, 2015), who highlights the necessity of paradigm shifts to achieve effective inclusion; Barbosa (2014), who advocates the triangular approach, offering a contemporary perspective on Art education that transcends technical and content-driven models; and Tardif (2010), through his reflections on teachers’ knowledge. Methodologically, the study adopts a qualitative approach of an exploratory and descriptive nature, incorporating document analysis, participant observation, field notes, and image records. It was conducted in a public municipal school in Patos, Paraíba, through the design and implementation of didactic sequences in 6th and 7th grade classes that include PAEE students. The findings indicate that intentional and reflective planning enhances opportunities for participation and learning; however, structural, formative, and organizational challenges entrenched within the school context remain significant barriers to inclusion. Nevertheless, the study reaffirms teaching practice as a legitimate locus for the production of knowledge and contributes to the advancement of reflective and inclusive pedagogical actions in Art education.