BEETWEEN INCLUSION AND EXCLUSION: REFLECTIONS FROM THE COLLECTIVE PEDAGOGICAL COORDINATION TEAM

Abstract

This article aims to analyze the expressions of structural violence by teachers in a public school in the Federal District, in the year 2024, materialized in the exclusion of students with disabilities from regular pedagogical practices. Understanding students’ needs requires involvement and knowledge on the part of teachers, making their pedagogical practice essential for creating possibilities for students’ human development. In this sense, it is argued that teacher education should include discussions on structural violence, which perpetuates cycles of exclusion, even when supported by official discourses of inclusion. To this end, a case study methodology was adopted, with data collected through participant observation in a collective coordination meeting of basic education teachers, document analysis, and literature review. The results indicate that, in the analyzed context, a commitment to inclusion requires sensitivity, continuing education, and a willingness to engage in dialogue, especially when dealing with complex ethical and pedagogical dilemmas, often naturalized by the teachers themselves.