Inclusive education: from public policies to pedagogical practices

Abstract

This project aims to study and discuss educational programs and recent documents in order to analyze the changes that inclusion policies have brought to schools, educational practices and participants of the process. Specifically, the project is centered on the analysis of the policies of the state of São Paulo and their relationship with national educational policy. At the school level, the project amplifies a precedent study that focused at the time devoted to on-service teacher training. This study aims at understanding the movement, dynamics and some of the effects of the inclusion policies in a state school; identifying the factors related to teachers, classrooms, school and social context that interact with the relationship between access, permanence and knowledge appropriation of students with special educational needs at school; elaborating, implementing and evaluating with teachers and authorities proposals to improve teaching that could subsidize public schools with inclusive teaching proposals. (AU)