Inclusive education, which has its rights assured by government laws, allows
everyone to have equal educational opportunities. Studies indicate that the presence
of students with special needs in regular classes has been increasing significantly.
(AGUIAR et al., 2018; CARVALHO, 2009; FRANCO, 2017; VITA, HENRIQUES;
CAZORLA 2009). Hence, it is crucial that the pedagogical practices applied by
teachers meet the educational demands. According to Silva and Arruda (2014), the
teacher’s role is to understand the students’ diversity reformulating their learning
practices. Inclusive practices in the youth and adult education (EJA) is also
challenging, as EJA embraces students who did not have access to regular
education. The present research aims to describe the pedagogical practices applied
by teachers to inclusion students in youth and adult education. The methodology
applied was a questionnaire with open questions to teachers, a semi structured
interview with the teacher responsible for the Multifunctional Resources Room,
conversations with the school’s director and observations of seven classes in an
educational context, located in the southeast of Brazil, which is a reference in
inclusive education. The works describes the pedagogical practices identified in the
context studied and concludes emphasizing the need for future studies in this area,
so that the objectives inclusive education can be achieved.
