Prática inclusiva: um relato de experiência de professoras da Rede Municipal de Ensino de São Luís

Abstract

This text provides an account of the experience of four teachers from the São Luís Municipal Education Network, who highlight the results of inclusive practices for students with disabilities in a school faced with insufficient support from the state. This text addresses the specificities of each student's learning and school performance in 2024, in order to make a comparison and define which factors impact the inclusive educational process. This study has a qualitative approach and is characterized as exploratory research whose method is an experience report in which the specifications are based on the roadmap defined by Mussi, Flores and Almeida (2021). At the end of the presentation of the reports and the discussion about them, it emerged that more than the medical diagnosis and the existence or not of a tutor in the classroom, family support was the most important factor in the success of the inclusive pedagogical practices in the cases presented, but what is argued is that success would be even greater and could include more students if public educational and inclusive policies were applied.