O papel da coordenação pedagógica na construção de uma escola inclusiva

Abstract

This article reports the experience of pedagogical coordination in supporting teaching practices amidst the challenges of building an inclusive school, based on critical reflections from a pedagogical coordinator of a private school in Maceió-AL during the 2023 and 2024 academic years. This analytical-reflective experience report seeks to understand the main challenges faced by pedagogical coordination in implementing effective school inclusion practices, as well as reflect on the strategies adopted to overcome these difficulties. With a qualitative approach, the study is grounded in theoretical research related to Inclusive Education and School Management. The experience reveals that one of the key challenges for pedagogical coordination in the context of school inclusion is providing support that allows the teaching team to align with the principles of inclusive education, rather than limiting their actions to offering temporary and generalized adaptations for students with disabilities. Thus, this analysis contributes to the broader discussion on school inclusion, particularly in private schools, which have been underexplored, and to updating the role of pedagogical coordination, with a focus on the challenges and advances in inclusive education in regular schools.