Caminhos para uma educação inclusiva no município de Oeiras-PI: Reflexões sobre recursos pedagógicos, arquitetônicos e políticas públicas educacionais

Abstract

This study addresses the relevance of inclusive education and the analysis of pedagogical and architectural resources, as well as public policies, in the context of the municipality of Oeiras-PI, with the aim of fostering reflections on the topic. The general objective of this work is to identify which architectural structures, pedagogical resources, and public policies schools need to contribute to the construction of inclusive education. Regarding the specific objectives, the study aims to analyze the architectural structures and pedagogical resources that the school environment requires to develop inclusive teaching and to understand public policies that support the provision of structures and resources for inclusive education. In summary, the reflections discussed in the theoretical framework were based on the perspectives of theorists such as Marchesi (2007), Sassaki (2009), and Mantoan (2015), among others. In terms of methodology, the research adopted a qualitative approach, supported by procedures that included field research and bibliographic review. Subsequently, data analysis was conducted, with results obtained through questionnaires administered to school staff, including teachers, coordinators, and the teacher responsible for Specialized Educational Services (SES). Based on the collected data, as well as responses and reflections on the topic, this study contributed to the understanding of the importance of providing inclusive education, suggesting pathways for the development of more effective inclusive educational practices.