Acessibilidade e organização da informação para a inclusão escolar

Abstract

In recent years, interest and the number of studies aimed at strengthening Special and Inclusive Education (EEI) in Brazil have intensified. In this sense, through inclusive pedagogical practices, the Pedagogical Center (CP) of the Federal University of Minas Gerais (UFMG) functions as a space for research and experimentation that relies on the Laboratory for Critical Analysis of Inclusive Pedagogical Practice (LACPPI) to implement teaching and learning processes aimed at teachers and students of EEI. Given this context, the objective of this article is to discuss the contributions of LACPPI in improving inclusive pedagogical practices in the CP from the perspective of Information Science. To achieve the proposed objective, the chosen methodology was the exploratory qualitative type, starting from a brief literature review to provide a theoretical basis for the discussion in order to understand the current context of LACPPI in inclusive pedagogical practices. As a result, it is clear that although LACPPI has initiated a process of mapping its inclusive pedagogical practices, it still does not have specific Information Science (IS) methods and tools for managing and organizing information and knowledge. It can be considered that based on the current practices of organizing information and knowledge at LACPPI aimed at EEI in the CP, there are still a number of challenges to be overcome, with emphasis on promoting greater accessibility to information, developing research, and exploring new data sources. It is expected that this research effort can contribute to expanding the discussion on EEI, especially with regard to possible improvements for the effective performance of LACPPI in the inclusive pedagogical practices of the CP of UFMG.