THE INFLUENCES OF CURRICULAR ADAPTATION POLICIES ON INCLUSIVE PEDAGOGICAL PRACTICES IN THE PEDAGOGY COURSE

Abstract

This article discussed the influences of curriculum adaptation policies on inclusive pedagogical practices in the Pedagogy course, considering initial teacher training as a basis for the development of teaching competencies focused on planning, evaluation, and the organization of strategies that guarantee participation and learning in diverse contexts. The objective was to understand how legal frameworks and guiding documents relate to the construction of inclusive practices in teacher training, highlighting challenges and possibilities for inclusion to be effective in daily school life. The methodology adopted was bibliographic, based on educational legislation, national guidelines, and academic literature on curriculum, inclusion, and teacher training, allowing for the analysis of key concepts and recurring trends. The results showed that the policies reinforce curriculum adaptation as a strategy for equity and overcoming barriers, but point to tensions when initial training addresses inclusion in a fragmented way, without transversality between didactics, evaluation, and internship. It was observed that assessment appears as a critical point, requiring changes in perspective to recognize different ways of demonstrating learning, while maintaining clear and coherent criteria that reflect diversity. Discussions indicated that the effectiveness of curriculum adaptation depends on intentional planning, accessible pedagogical resources, and strengthening collaborative work in schools and university education. It is concluded that the consolidation of inclusive practices in Pedagogy requires integrating policies and formative practice, expanding experiences that develop didactic repertoire and a reflective stance, as well as encouraging future studies that analyze curricula and concrete training experiences.