Learning and teaching: methodologies for inclusive teaching

Abstract

This paper addresses the issue of educational inclusion, investigating how teaching methodologies can be adapted and planned to effectively promote the inclusion of all students in the educational process. Based on the problem-question and the observation that diversity is an unavoidable fact in contemporary schools, the general objective is to analyze how different teaching methodologies are interesting for inclusive education. The specific objectives sought to identify inclusive methodological practices recognized in the literature and to reflect on the challenges faced by teachers in their implementation. The research is justified by the need to overcome traditional and exclusionary pedagogical models, in favor of strategies that respect the different ways of learning. The methodology adopted was qualitative, based on a bibliographic review of authors such as Mantoan, Nóvoa, Freire and Skliar. It is concluded that flexible, collaborative and student-centered methodologies are fundamental to guarantee learning for all, as long as they are articulated with continuous teacher training and an institutional commitment to equity.