ADAPTAÇÃO CURRICULAR: REPENSANDO PROCESSOS PEDAGÓGICOS RELACIONADOS À FORMAÇÃO DOCENTE NA PRÁTICA INCLUSIVA

Abstract

This study, entitled "Curricular Adaptation: Rethinking Pedagogical Processes Related to Teacher Training in Inclusive Practice," is the result of research conducted within the scope of the Graduate Program in Education, Academic Master's Degree, at Inhumas College (FACMAIS), within the research line of Education, Culture, and Pedagogical Processes. The aim was to explore the perceptions of researchers in the field of education regarding curricular adaptation in connection with inclusive schooling, focusing on teacher training. Using the Digital Library of Theses and Dissertations (BDTD) as a data source from 2018 to 2022, the descriptors "Curricular adaptation," "Inclusion," and "Teacher training" were employed. The specific objectives were: to describe the methodology adopted in the research, highlighting the perspectives of researchers in the field of Education on curricular adaptation and its relationship with teacher training; to elucidate fundamental concepts for understanding curricular adaptation and its relevance in the context of inclusive schooling, presenting a conceptual overview that relates curricular adaptation to the terms flexibilization and curricular adequacy; and to discuss the need for implementation of curricular adaptation through collaborative planning, identifying pedagogical processes that can contribute to a more inclusive approach to teacher training and educational practice. The study sought to answer the following question: Can curricular adaptation, based on collaborative school planning, promote a new approach in teaching work, resulting in effective inclusive practices in the classroom? The theoretical framework was built upon the contributions of authors such as Mittler (2003), Mantoan (2015), Capellini (2018), Carvalho (2014), Libâneo (2013; 2015), and Soares (2021). The results revealed a trend towards valuing the importance of curricular adaptation in the context of inclusive practices, in association with teacher training, considered essential for the construction of a genuinely inclusive school model.