SCHOOL INCLUSION FROM THE PERSPECTIVE OF POSTGRADUATE ACADEMICS

Abstract

In this study, we investigated the conception of school inclusion among eleven academics of the Teaching and Inclusion course in a postgraduate course at a university in southern Brazil. The research is based on Historical-Cultural Theory and uses a qualitative methodological approach. As instruments for data collection, we used observation and notes during the activities and a questionnaire with open questions applied at the beginning and end of the course. We analyzed the data through categories organized after systematizing the questionnaire responses. We observed a change in the participants’ conception of school inclusion with the new knowledge through the socialization of experiences, influencing positive attitudes in their training. We emphasize the importance of collaboration in the school community through the exchange of experiences, the debate regarding classroom challenges, and the implementation of an inclusive school.