A ESCOLA INCLUSIVA: O ATENDIMENTO À DIVERSIDADE COMO CRITÉRIO PARA A APRENDIZAGEM DOS ALUNOS DA REDE PÚBLICA ESTADUAL DE GOIÂNIA

Abstract

The present work is linked to the Research Line Education, Culture, Theories and Pedagogical Processes. The theme is the impact of diversity on the learning process of inclusive education students: an analysis from the perspective of teachers. It addresses the diversity/inclusive school/learning relationship, which is the relationship between the categories of diversity - race, sexual orientation, gender, social class, ethnicity, religion, people with disabilities, cultural capital and family structure and their implications in the learning process of inclusive school students. The research sought to answer the following question: what aspects of diversity, present in the school, have the most significant impact on the learning of inclusive school students, according to the teachers' perspective? Its general objective was to understand the relationship between inclusive school, learning and diversity, revealing the main aspects of this, which most impact the student's learning process in the inclusion classroom, according to the perspective of teachers from the state public school of Goiânia. The specific goals were: 1. Explain how the inclusive school process is configured in the perspective of diversity in its legal, institutional and pedagogical aspects; 2. Highlight the main aspects of diversity present in the school that most impact the classroom from the perspective of teachers; 3. Analyze and explain the diversity in its dimensions and its implications, in the student's school learning in the inclusive school.. The research was fundamentally based on the theories of the authors Candau (2013, 2016), Arroyo (1997, 2011, 2014) and the French Bourdieu (1989, 2014), Charlot (2000, 2005, 2013a, 2013b), Dubet (2004, 2008), Tiballi (2003, 2020) among other authors. The relevance of the study resides in the fact that the articulation between inclusive school and diversity in the classroom has strong implications in the learning process. Thus, the effort to gather theoretical and empirical elements for a more accurate understanding of the factors that have the greatest impact on students who are discriminated against and who do not have their rights respected. The characterization of this investigative study is of a qualitative nature, it took place from a combination of exploratory bibliographical research and field research. The research was carried out in four state schools in Goiânia, state of Goiás, limited to the second phase of Elementary and High School. As a result of this study, the general objective of explaining the categories that most impact the learning process in the inclusive school classroom was achieved. The family structure, people with disabilities and social class were the facts that were the most mentioned according to the teachers' perspectives. With this, it was possible to reveal the success or failure ratio of students in the inclusive school do not involve just one aspect responsible for exclusion or school failure; moreover, a set of factors that triggers this result.