A relação entre políticas e práticas pedagógicas do IFMA: campus Imperatriz na perspectiva da inclusão

Abstract

The relationship between inclusive policies and teachers' pedagogical practices in the classroom is a highly relevant topic for education. Inclusive policies aim to guarantee the access, permanence, and success of all students, regardless of their differences or special educational needs. Teachers' pedagogical practices, in turn, must be aligned with these policies, promoting meaningful, participatory, and diversified learning for all students. In this sense, it is important that teachers know the principles and guidelines of inclusive policies, as well as the strategies and didactic resources that can favor inclusion in the classroom. In addition, it is essential that teachers have a reflective, critical, and collaborative attitude, constantly seeking to improve their pedagogical practices in favor of inclusion. In Professional and Technological Education (EPT), inclusive actions also assist in the professional training of teachers, enabling them to develop pedagogical and methodological skills to meet the educational needs of students, respecting their differences and potentialities. In this sense, the research aims to investigate how the educational inclusion policies of the Federal Institute of Education, Science and Technology - IFMA are materialized in the pedagogical practices of teachers at the Imperatriz Campus - MA. In this endeavor, it was sought to understand the Public Policies that guide national and institutional inclusive education, within the scope of Technical and Technological Education (ETT), as well as the pedagogical practices that can contribute to the quality of teaching and learning of students with disabilities. As for the methodological procedures, the research is of an applied nature, following the path of collaborative action research, with a qualitative approach. In relation to the study objectives, it is exploratory and descriptive, since it exposes the characteristics of a given phenomenon, adopting procedures of bibliographic, documentary and field research. For data collection, the instrument used was a semi-structured questionnaire, the registration of the dialogues mediated in the conversation circles and debates carried out in the Study Cycles with the teachers, where the transcribed speeches were observed directly in reports. The results indicated that for inclusion policies to be concretized in the practices developed by teachers, it is necessary to invest in their continuing education, focused on inclusive human formation, in the perspective of an emancipatory and transformative praxis of the realities of exclusion, as well as in policies that guarantee to educational institutions resources for the acquisition of assistive technology and a pedagogical apparatus with adapted material.