O processo de inclusão educacional de estudantes dos anos iniciais do ensino fundamental: entre intenções pedagógicas e crenças docentes

Abstract

This dissertation is part of the research line “Pedagogical Practices: Connecting Elements” within the Master’s Program in Education at the Universidade Tuiuti do Paraná. Its primary objective was to discuss the relationship between teacher’s beliefs and pedagogical intentions in the context of inclusive education, based on academic studies. Given that this topic is rarely addressed in the academic and scientific domains of schools and universities, the research on teacher’s beliefs about inclusion was conducted through a bibliographic review. The focus was on selecting studies from master’s and doctoral research in Education. Thus, the study sought to explore the following question: What are the main approaches discussed in the academic literature regarding teacher’s beliefs and pedagogical intentions in the context of inclusion in the early years of elementary education? According to the readings conducted during this research, it is evident that the inclusion of children who can and should attend regular schools often leaves teachers apprehensive about their integration and development. It is considered that there will always be children and students with some form of special educational need, and schools must be prepared to welcome these students and address the various situations they may present. From this perspective, the dissertation is grounded in the concepts of beliefs, as discussed by Souza (2020); pedagogical conceptions, as presented by Pich (2010); and pedagogical practices, as framed by Franco (2016). The research revealed insights about teacher’s beliefs regarding school inclusion, particularly concerning their concerns - one of which is the need to continuously debate inclusion as a critical issue within the school context so that all students can be considered through education. All the beliefs reviewed in the studies are rooted in the rights and, especially, the responsibilities of all stakeholders: teachers, families, school staff, administrators, and the broader school community. These beliefs, whether positive or negative, are essential for schools to adapt by implementing flexible planning that meets the demands of human complexity, thereby enabling success in pedagogical intentions.