SUBJECTIVITY AND TEACHING IN INCLUSIVE EDUCATION IN A RURAL COMMUNITY IN WESTERN PARA

This paper aims to highlight the perceptions of teachers regarding Inclusive Education in a rural community in western Para, in order to foster changes in relation to their pedagogical practice. This is a Quantitative Field Research. Although the discourses around the importance of implementing inclusive education increasingly take the form of opedagogical injunctions >>, it is clear that teachers are often left to themselves in the face of this ideal. They are asked to practice differentiation in teaching in on increasingly diverse class, often welcoming a high proportion of struggling students. It is necessary to consider the encounter with those who are different in the regular school so that inclusive practices can occur.