Iniciativas formativas para uma prática docente inclusiva em metodologias ativas

Abstract

In the educational context, the teaching narratives denounce a theoretical-practical barrier in active methodologies with students whose special educational needs, even these methodologies having well defined theoretical bases in the protagonism of the students and the pedagogical didactics. In this experience report of advisory in occupational therapy, with teachers of a private educational institution who adopts problem solving methodology, the objective was to outline training initiatives for an inclusive active methodological practice. In the qualitative treatment of data, actions are dimensioned for the resignation of the school culture and inclusive education. The results show the initiatives that highlight the experience of teachers; the prior knowledge of the students as the centrality of the process, as well as the importance of technical support in continuing teacher training. Such initiatives, when engaged with the active methodologies in the teaching process, modify didactics, becoming inclusive and accessible for students with special educational needs.