INCLUSIVE PRACTICES AND TEACHER MEDIATION IN BASIC EDUCATION

Abstract

The present article analyzes teaching performance in the face of diversity in Basic Education, with emphasis on pedagogical mediation and the use of assistive technologies for the inclusion of students with Autism Spectrum Disorder (ASD). The general objective is to investigate how continuing education and mediation strategies contribute to the effectiveness of inclusive practices in the contemporary school routine. The methodology adopted is configured as a Bibliographic Research, structured from the procedural assumptions of Bervian and Cervo (2020) and Chizzotti (2018) to ensure the analytical rigor necessary for the scrutiny of the selected sources. The synthesis of the content addresses the challenges of teacher training, the relevance of curricular adaptations, and the role of technologies in supporting personalized learning. Authors such as Boechat et al. (2024), Gonçalves et al. (2024), and Santana et al. (2024) consistently support the theoretical discussion on school inclusion. The analytical closing indicates that inclusion transcends physical access, requiring a resignification of evaluative practices and intentional teaching mediation. The articulation between theory and practice proves indispensable for the construction of a school that respects singularities and promotes the integral development of all students.