Inclusive pedagogical practices in regular classroom in dialogue with Multifunctional Resources Room's: educational treatment and successful learning

Abstract

This article aims to analyze the inclusive educational strategies of a Basic Education teacher, from Ananindeua-Pará Municipal Scholar Network, searching verify the interaction between pedagogical practices developed by this teacher in regular classroom with teachers of Multifunctional Resource Room in the Specialized Educational Treatment and identify how the educational activities are planned, performed and evaluated, aiming inclusion and scholar success of students with disabilities and global developmental disorder. Which pedagogical strategies the teacher realizes to obtain a successful learning by the students and the scholar inclusion? It is a field research of qualitative approach and a case report. Between the methodological proceedings it was realized semi-structured interview with the teacher and bibliographic research about the study subject. Data analyzes was performed by thematic categorization. We present information about the school and pedagogical practice of the teacher, appointing the methodological strategies adopted. We finalized weaving reflections about the results of interactive and collaborative practice of the teacher in the scholar students inclusion process.