PEDAGOGICAL COORDINATION: ACTIONS WITH TEACHERS FOR INCLUSION

Abstract

This research aims to discuss the actions developed by Pedagogical Coordinators together with teachers for the inclusion of students considered as a target audience of Special Education. Data were collected in four state schools in Ponta Grossa-PR through questionnaires sent to Pedagogical Coordinators and teachers, as well as observations of the Pedagogical Coordination practice. Through a qualitative approach, based on content analysis, a category called Pedagogical Coordination actions with teachers was built. From this category, four subcategories were organized that allowed us to identify which actions carried out by the researched Coordinators referred to the work together with the professors for the planning, discussion of practices and objectives; guidelines on inclusion; guidance on adaptations and flexibility for the students of Special Education and promotion of continuing education for teachers in the school environment. It was concluded that having actions in the school does not imply that these are inclusive, as the construction and implementation of inclusion require continuous efforts that do not depend only on the Pedagogical Coordination or on the group of teachers, but on a comprehensive collective of those involved. However, the existing actions are considered relevant, as they express the real movements that the Coordinators develop with the teachers so that the school demonstrates that it is not indifferent to inclusion, even though there is a need for more purposeful actions.