TEACHER EDUCATION AND INCLUSIVE PEDAGOGICAL PRACTICES: A STUDY ON TEACHERS’ WORK IN VIEW OF THE INCREASE IN STUDENTS WITH MEDICAL REPORTS AT EMEB FERNANDO RODRIGUES DO CARMO – SANTANA/AP

Abstract

This article discusses teacher education and inclusive pedagogical practices in the context of the increase in students with medical reports in a municipal school in Santana, in the state of Amapá, Brazil, taking EMEB Fernando Rodrigues do Carmo as a reference and articulating legal frameworks, academic literature and reflections on daily school life. The study is qualitative and bibliographical, with an analytical focus, and seeks to understand how teachers organize their pedagogical work, interpret medical reports and build strategies to ensure the participation of special education target students in regular classrooms. It also examines institutional support conditions, such as school management, Specialised Educational Assistance, continuing teacher education and the provision of pedagogical and accessibility resources, highlighting tensions between inclusive perspectives and the medicalisation of learning and behaviour difficulties in Brazilian public schools, and pointing out possible paths to strengthen a more democratic and inclusive school culture.