Group learning as a didactic support for inclusive education from elementary school

Elementary Education must accept heterogeneity as an inherent characteristic of itself, based on its diverse and different composition. It requires a different process, based on the diversity and differentiation of teaching, which requires a psychopedagogical approach and specific teaching strategies for each school group. This premise and the limitations in the direction of the educational process support this study. Qualitative research was used, relying on observation, interviews, surveys, analysis and synthesis, document review, analysis and criticism of sources; from a rigorous theoretical systematization. A methodological didactic characterization of the educational process in elementary school is provided, in correspondence with the necessary attention to diversity as the key to achieving a quality inclusive education.