A prática pedagógica docente e a educação inclusiva: as diferenças e a interação entre pares

Abstract

Teaching pedagogical practice, interaction between peers and inclusion are themes that are being highlighted every day. It is in the school environment that the(a) student spends a good part of his day. In the classroom, the (a) teacher goes through several experiences, many situations are resolved and should be well resolved at the time they happen. The teaching role is important for the learning, development of(s) students, interaction and inclusion. The interaction of the(a) student in and out of the classroom influences his cognitive and emotional development, so it is pertinent to study this theme. As for inclusion, we live in a world surrounded by “differences” and it is at school that we get to know and live with cultures, identities, religions different from ours. Therefore, we come to the study about this theme, whose general objective is to analyze the teaching pedagogical practice and its influences in the processes of peer inclusion in the classroom. To achieve this general objective, we take as a support, theorists who describe teaching pedagogical practice, inclusion and interaction between peers. We highlight Martins(2012) for portraying questions about inclusive Education, we bring Mantoan(2003) who also discusses inclusive Education and its implications, using Morales(2001) to contribute about the teaching role, and others(as) authors(s) that are important for our work. The field research was conducted in a class of 4th Year of a Municipal School of the City of Recife, having as subjects interlocutors, teachers and(as) students, in particular a student who is diagnosed with autism and a student who is excluded by(a) friends(as). We use as a basis the qualitative approach and we take as techniques of data collection: participant observation, semi-structured interview and discussion wheel. From the techniques used and the theoretical basis, we could observe the teaching pedagogical practice in favor of the inclusion and interaction of/the students.