Abstract

GUIMARAES, Jucimara Teixeira da Luz  and  SARDAGNA, Helena Venites. Curriculum accessibility for inclusive education: pedagogical strategies in Elementary School. e-Curriculum [online]. 2024, vol.22, e59624.  Epub Jan 31, 2025. ISSN 1809-3876.  https://doi.org/10.23925/1809-3876.2024v22e59624.

This article deals with curriculum accessibility to promote inclusive education and pedagogical strategies for its implementation. The study carried out a semi-structured interview with 11 teachers from regular classrooms and AEE in three public schools in Novo Hamburgo/RS, Brazil in order to analyze pedagogical strategies for curriculum accessibility, identifying specificities. The theoretical framework is based on Foucauldian notions of governmentality, biopolitics and normalization in the regulation of inclusive subjects and institutions. The research is qualitative, exploratory and descriptive, considering practices related to social groups that are difficult to generalize. The results are organized into three topics: articulation between the common classroom and the AEE support service; curriculum accessibility: the teaching perspective; specificities present in pedagogical practices for inclusion.

Keywords : curriculum accessibility; inclusive education; governmentality; biopolitics; normalization.

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