NOTES OF A RESEARCH WITH ACTIONS FOR INCLUDING TEACHING

Abstract

This article reflects on a professional master's action research conducted between 2019 and 2021, whose main objective was to analyze aspects related to inclusive education and teacher training among members of a school community. Starting from the analysis of questionnaires applied to teachers, managers, and students' families, and from observations with direct participation in the actions proposed for a public institution of basic education, it was possible to perceive relevant aspects about the promoted teaching formations and the process of collective construction of an Action Plan, based on the principles of democratic management. The text presents a discussion of the data collected together with a reflective report on the actions developed within the scope of the research. The construction of the Action Plan for a local project highlighted the importance of integration between the school and the community as a way of promoting inclusion, stimulating a sense of belonging and engagement in the different sectors of the institution. Teacher training, on the other hand, brought the perception of how these training can reflect on the inclusive process through teachers' practices and the challenges that these education professionals, including managers, find on the path of inclusion. These results confirmed the study's initial hypothesis, showing that the school community's view of inclusion influenced the institution's inclusive process, as this same view was also influenced by the actions proposed in this process.