A função do professor e a relação entre pares no processo de inclusão escolar: o projeto Van Gogh em uma turma de 2º período

Abstract

The general objective of this study is to investigate the role of the teacher and the influence of peer relationships in the process of school inclusion, based on the development and implementation of an inclusive pedagogical practice in a 2nd period early childhood education class. The following guiding questions are asked: How can pedagogical practices be developed to promote inclusive education and what are the theoretical frameworks that support these practices? How do the teacher's performance and peer relationships influence the process of school inclusion in a 2nd period early childhood education class, based on the development of an inclusive pedagogical practice? To this end, the theoretical framework is based on the notion of inclusive pedagogical practices and its three principles, namely, the role of the teacher in inclusion, the bond between teacher and student and peer interaction, considering the pedagogical development of children aged 5-6 years. Based on these elements, the Van Gogh project was designed to ensure the inclusive participation of all students, respecting their specificities and promoting the development of learning, creativity and appreciation for art. In this project, activities were designed and developed based on pedagogical strategies that could accommodate the specificities of all students, because, although there were no diagnosed students, there were students who required a close look at their particularities. It was possible to conclude that inclusive pedagogical practices are essential, not only to serve students with disabilities, but to recognize and value the specificities of each individual. The importance of attentive and sensitive care, capable of identifying the unique needs of each student, is reflected in the interpersonal relationships between colleagues and in the teacher-student relationship, promoting a more equitable, rich and meaningful learning environment.