Gestão do conhecimento no contexto da educação inclusiva: um estudo sobre o Laboratório de Análise Crítica da Prática Pedagógica Inclusiva

Abstract

In Brazil, studies integrating Knowledge Management (KM), Inclusive Education (IE), and application schools (colégios de aplicação – CAP) remain incipient. This research investigated the role of KM within the context of Inclusive Education, with an emphasis on inclusive pedagogical practices developed at the Laboratory for Critical Analysis of Inclusive Pedagogical Practice (LACPPI) of the Pedagogical Center (CP) at the Federal University of Minas Gerais (UFMG). Its relevance is supported by a Systematic Literature Review (SLR), which revealed a gap in studies addressing the application of KM in this specific context. Additionally, the social relevance of disseminating and improving such practices for the promotion of high-quality inclusive education is emphasized. The general objective was to propose a system for recording and sharing information on inclusive pedagogical practices at LACPPI, using Knowledge Management strategies to disseminate, enhance, and facilitate access to these practices, thereby fostering collaboration among teachers, the community, and educational managers. This is a qualitative, exploratory, and descriptive study conducted in two phases. The first phase consisted of a Systematic Literature Review (SLR) following the Exemplary SLR Process Applied to Information Science (PE-RSLCI) proposed by Brito and Martins, which adopts rigorous, transparent, and specific protocols to explicate all stages of search, identification, selection, data retrieval, analysis, and research reporting. The second phase involved participant, naturalistic, and direct observation at LACPPI and the CP, comprising participatory observation of laboratory and school activities. A field diary was used as a data collection instrument, alongside interviews conducted within the laboratory. Data were analyzed using Braun and Clarke’s (2006) Thematic Analysis framework. The research identified the main needs for structuring knowledge at LACPPI and examined the feasibility of implementing a Knowledge Management System grounded in KM theoretical foundations to facilitate the organization and dissemination of inclusive pedagogical practices within the laboratory. Furthermore, the participant approach and interviews revealed weaknesses such as fragmentation and lack of systematization in information organization, absence of formal records of adopted practices, difficulties in accessing essential documents, and communication challenges among stakeholders. The literature review indicated a limited number of publications intersecting Knowledge Management, Inclusive Pedagogical Practices, and Application Schools. This finding underscores the relevance of the study, as it presents an original contribution by addressing these themes in an integrated manner. The research has limitations, including the impossibility of conducting comparative analyses with other initiatives, since LACPPI is the first laboratory of its kind implemented in application schools in Brazil, which restricts the analytical scope regarding process and outcome comparisons. In addition, the small number of interview participants, although representative within the investigated context, suggests the need for future sample expansion. Despite these limitations, the study highlights the potential of LACPPI as a reference for subsequent investigations, particularly in application schools both in Brazil and internationally. In sum, the study reinforces the potential of LACPPI as a benchmark for future research, contributing to a broader understanding of the role of laboratories dedicated to the critical analysis of inclusive pedagogical practice across different institutions. The research represents a significant advancement in both the fields of Education and Information Science, strengthening the articulation between theory and practice within the school environment. Keywords: Pedagogical Center; inclusive education; knowledge management; Laboratory for Critical Analysis of Inclusive Pedagogical Practice; educational information organization.