Experiências de inclusão escolar de estudantes com necessidades especiais na perspectiva dos docentes da Universidade Eduardo Mondlane

Abstract

This research investigated school inclusion from the perspective of university faculty at Eduardo Mondlane University (UEM), focusing on inclusion practices, teachers' personal experiences, and pedagogical strategies used to promote inclusion. To achieve this, a theoretical framework was adopted that combined Clifford Geertz's interpretive anthropology and Anthony Giddens's structuration theory. In this approach, Geertz's interpretive anthropology emphasizes the symbolic interpretation of culture and human behavior, while Giddens's structuration theory highlights the interaction between social structure and individual agency. These theories were applied to analyze inclusion practices as phenomena embedded in a broader cultural, social, and structural context. The research results revealed that UEM faculty recognize the importance of inclusion and employ various pedagogical strategies to promote it. However, they face significant challenges, such as a lack of adequate resources and resistance from some colleagues or administrators. Therefore, their personal experiences play a crucial role in shaping their approaches to inclusion. This research contributes to the field of school inclusion by providing a deeper understanding of the perspectives and practices of UEM university faculty. It highlighted the importance of integrated theoretical approaches to inform more effective educational policies and practices, aiming to create inclusive and equitable learning environments for all students.(TRADUÇAO NOSSA)