Inclusão de crianças com deficiência no ensino fundamental inicial: um estudo de caso nas escolas municipais de Corrente-PI

Abstract

This study addresses the educational inclusion of children with disabilities in the early years of elementary education, focusing on two municipal schools in Corrente, Piauí, Brazil. It distinguishes between the concepts of inclusion and integration, as discussed in the theoretical framework, and seeks to understand whether the practices adopted by the institutions reflect the principles of inclusive education or merely the physical presence of students. A qualitative approach was adopted to allow for an in-depth understanding of teachers’ perceptions and practices. Data were collected through semi-structured questionnaires and institutional observations, aiming to capture teachers’ experiences, challenges, and strategies. The analysis was grounded in the works of Mantoan (2003), Piaget (1976), Vygotsky (1991), and Sassaki (1997), as well as in legal documents such as the Brazilian Inclusion Law (2015), the National Education Plan (2014), the National Policy on Special Education from the Perspective of Inclusive Education (2008), and the Salamanca Statement (1994). The results indicate that, despite the pedagogical teams’ efforts, structural, training-related, and attitudinal barriers still hinder the full realization of school inclusion. The study concludes that inclusion must be understood as a continuous process that requires changes in pedagogical practices, teacher training, physical conditions of schools, and the attitudes of the entire educational community to ensure equity and the right to learning for all students.