CRITICAL ANALYSIS OF PEDAGOGICAL PRACTICES IN INCLUSIVE EDUCATION IN THE FINAL YEARS OF ELEMENTARY EDUCATION

Abstract

School inclusion is one of the great challenges of contemporary education, especially in the final years of elementary school. This period is crucial for the academic and social development of students, requiring pedagogical practices that guarantee the right to learning for everyone, regardless of their particularities. The research aims to analyze inclusive pedagogical practices in the final years of elementary school, identifying the main challenges and proposing improvements. The research used a bibliographic methodology of a qualitative nature, based on the analysis of academic works and documents on inclusive education. Among the authors who guided the analysis, Paulo Freire and Lev Vygotsky stand out, whose theoretical contributions highlight the importance of dialogical and collaborative pedagogical practices, centered on the protagonism of students and the development of their potential in interaction with the environment. In this sense, the results indicated that, although there is progress in inclusive policies, difficulties persist such as the lack of adequate teacher training and the scarcity of adapted teaching resources. Therefore, it was found that the objective of this work was achieved, with theoretical contributions that reinforce the importance of inclusive methodologies based on Freire and Vygotsky. For future work, we suggest investigating field practices and the perception of students with special educational needs.