O critério de enturmação e intervenção na perspectiva da educação inclusiva: um estudo na Escola Municipal “Professor Alcides Rodrigues Pereira”

Abstract

The present case study was conducted at the Municipal School “Professor Alcides Rodrigues Pereira,” part of the public education network of Itabirito, Minas Gerais, Brazil. It addresses the arrangements related to the formation of 8th-grade classes in elementary education, highlighting their importance for the effective inclusion of students with and without disabilities in regular education. The main objective was to reflect on the criteria used for grouping students from Special Education together with students from Regular Education. The methodology involved the application of structured questionnaires to 15 regular classroom teachers and an interview with a psychologist from the school. The data collected were analyzed to identify the criteria adopted for class formation and their implications for inclusive education. The results indicated that the adopted grouping format directly influences the quality of interactions and the effectiveness of strategies aimed at inclusion, with the distribution of students, combined with collective pedagogical planning, either favoring or limiting these actions. It is concluded that class grouping is a central factor in articulating inclusive practices and requires a responsible, sensitive, and culturally informed approach from the pedagogical team, reinforcing the need for planning that considers the social and cultural contexts of the students to promote genuine inclusion