Pensar a educação inclusiva no contexto da pesquisa na educação básica: reflexões sobre as ações implementadas pelo Centro Pedagógico da UFMG

Abstract

In this article we present some reflections on inclusive education and the contributions that research in basic education can offer to broaden the discussions in this field of studies. The starting point is the actions that the UFMG Pedagogical Center (CP) has been developing in recent years. To do so, use it as a document analysis methodology. Different CP documents were analyzed, such as a proposal for a Peda-gogical Policy Project, the documents applicable to Specialized Educational Assistance and proposals for initial teacher training. As a theoretical framework, studies on school inclusion were used, particularly the contributions of Mantoan (2003) and Kafrouni and Pan (2001). The results show that an effort has been made by the school, which can be perceived by the involvement of the school community in seminars and conversation circles, with the aim of defining the internal guidelines for inclusion in the CP, the investment of teachers and TAEs (administrative technicians in education) in research, with the creation of a research group focused on diversity and inclusion, in addition to training actions for undergraduate students and the internal community.