This paper analyzes the actions and practices promoted by school management from the perspective of inclusion of students with special educational needs, in order to understand whether there are and what would be the limitations to promote the inclusion of these students in regular education. The qualitative research of descriptive approach, and content analysis, used as instrument of data collection the interview, which followed a semi-structured script for the conversation with six directors of schools of the state network of a city in the north of Mato Grosso, guided by the research question: What are the actions and practices promoted by school management in the perspective of inclusion of students with special educational needs in regular education classrooms of state schools? These instruments collected data that allowed us to contextualize the current legislation on policies for inclusive education, to investigate how school management organizes itself to include students with SEN and how it does this work, to verify with the managers what resources and didactic/pedagogical materials the school receives or possesses to work with these students, and to detec whether the school provides continuing education for educators with a wiew to inclusion. Inclusive Education is based on human rights and, especially, on the right of all students to benefit from quality education, with the basic aim of equal rights and social inclusion. In the current educational scenario, the inclusive movement is aiready a reality, the result of a set of national and international laws. It is a legal and normative framework that seeks to broaden access to regular schooling and has a fundamental impact on special education. In the view of the directors interviewed, the inclusion process is permeated with complex issues and, so far, has not fully met the expectations of the school community, families and society in relation to a consistent, broad and true inclusion. However, despite the difficulties and limitations, the principals evaluated the inclusive process as positive. From the results of these investigations, we hope to contribute to the advancement of scientific knowledge on the theme of Inclusive Education and to legitimize educational practices contextualized with the reality and demands of schools and the subjects that attend them.

We know the barriers faced by blind visually impaired students enrolled in regular school, particularly with regard to the access to a quality education based on equal opportunities for all. The computer equipped with a screen reader presents itself as an important tool capable of alleviating such barriers, giving the blind student the ability to have access to the same content offered to all other students. Supported by these statements, we present this work as a result of our master's research in inclusive education offered by PROFEI. The aim was to analyze how the mediation of the teaching-learning process occurs for blind visually impaired students enrolled in state schools located in municipalities of the North of Mato Grosso that are under the jurisdiction of the Regional Board of Education (DRE) of Alta Floresta for the use of computers equipped with screen reader programs, and to discuss what is the importance of this knowledge in the teaching-learning process of these students in the regular classroom. This research is characterized as qualitative and exploratory, with action research as the research method. We draw on the research of Carvalho (2020), Faria (2019), Wandermurem (2016), Petri (2012), among other diverse references that we used as a theoretical basis for our research. The research took place in two schools in the north of Mato Grosso with Multifunctional Resource Room teachers, regular classroom teachers, managers and two blind students enrolled in these educational institutions. Data collection occurred through interviews, which were conducted via Google Meet, recorded and then transcribed for interpretation and analysis, being presented the speeches of the subjects investigated, as well as the analysis of speeches during the chapters of this work. In view of the data presented, it was possible to verify that the lack of training of educators, both in the regular classroom and in the SRM, stands out as the biggest obstacle for the mediation of teaching-learning for blind students in the schools investigated. We also present in the core of this work, our proposal for continued education for teachers and family members proposed during the investigation, training that together with the pedagogical booklet also presented in this work make up the educational product required by PROFEI as part of the activities established for completion of the course. And finally, we present considerations about the results obtained and what needs to be promoted for the effectiveness of an accessible school that offers opportunities to all students in an equitable way.

This research proposes a study on Inclusive Education on the border between Brazil and Bolivia, in the Pantanal Mato-grossense region, its purpose is to present the challenges faced by two public rural schools located in this region concerning the effectiveness of Education inclusive. The problem lies in meeting the educational needs experienced in rural schools in the border region, because in addition to the challenges of implementing a quality inclusive education, there are also social and geographical problems, such as the adequacy of the real curriculum to the context. in which these students are inserted. In this perspective, a biopsychosocial approach is presented as the most appropriate because it allows a holistic observation of the presented reality, as well as raising possible more assertive intervention proposals. The period of the analysis takes place between the establishment of schools in 2001 and the present date. The methodology will be the literature review, document analysis, and the collection of primary data through semi-structured interviews. The collected data will be systematized, analyzed, and presented qualitatively. As part of the Professional Master's proposal, the conclusions must be published in articles and book chapters, and the knowledge generated will support intervention proposals with the Municipal Department of Education of the municipality of Cáceres, through the educational product developed in conjunction with the research, which aims to disseminate the concept and facilitate the application of the biopsychosocial approach in the target schools.

This research aimed to analyze how the process of continuing education in special education for education professionals is articulated, with emphasis on the teaching work and how this reflects on the actions promoted in the school context regarding inclusive practices, from the perspective of diversity. Thus, the study delved into issues inherent in the school routine and logistics of the processes and projects that permeate the school spaces, in order to correlate the dynamics of continuing education, planning and inclusive actions. For this, it was performed the bibliographic study about the conception and concepts of continuing education, educational practice and the internal and external determinants, inclusive special education and school and its social function, supported by MAZZOTA, ZERBATO and MENDES, TARDIF, SOUZA, IMBERNÓN and NÓVOA. Given the particularity of the unit of analysis, the research is characterized as collaborative research (IBIAPINA), because I understand that the relevance of the process is also given to the fact that everyone stands as learners with appreciation of knowledge and unveiling of the real situations experienced by education professionals. The research took place at EMEB Rodrigo Damasceno, located in the city of Sinop/MT, on the occasion of the proposition of a continuing education project in the school involving all segments. The project consisted of eight face-to-face meetings, where concepts were clarified and issues pertinent to the target audience of special education and inclusive processes were socialized. For data collection, an initial questionnaire was used to collect the doubts, expectations, and profile of the professionals to guide the training proposal. During the meetings, all the discussions were recorded in the field notebook of the researcher-trainer, as well as reflective activities and at the end of the training project, a questionnaire was applied to analyze the scope of actions. The set of data that formalizes the corpus of analysis allows us to observe that individualized practices, work overload, and the lack of continuing education with attention to the real needs of professionals are the main obstacles to the inclusive process. The continuing education covered knowledge that gave subsidies for the education professionals to realize in practice, through discussion with their peers, possibilities of activities, flexibility, curriculum adaptation and actions that meet the demands of their students, the dialogue aimed at the possibility of changing the collective thinking.

Special Education in the Perspective of Inclusive Education, has a great legislation that supports it. However, there are many challenges to be established and implemented, among them the interaction between the actors involved, with a view to meeting the needs of students who are the target audience of special education (PAEE) and, consequently, contributing to the in-service training of teachers. and the organization of the school environment in an inclusive perspective. Based on this problem, this study, called “Modeling an application for collaboration and management of inclusive education: monitoring and pedagogical support of educational institutions in the municipality of São Pedro da Cipa/MT”, established the objective of analyzing which are the obstacles in communication, collaboration and management of support services that hinder pedagogical development and the process of inclusion of students target audience of special education and propose the development of an application to minimize the difficulties evidenced. For this, the proposed methodology was the case study with a qualitative approach, being proposed, in the delimitation of the unit-case, the sampling of three public educational institutions existing in the municipality of São Pedro da Cipa/MT: state school Irmã Miguelina Corso, municipal school Gessy Antônio da Silva and Márcio Alessandro Gomes Machado early childhood education center. Interviews were carried out with five educational managers, three teachers from the Multifunctional Resource Room (SRM), ten teachers from the common room and nine heads of families of PAEE students from the three educational institutions surveyed. After this investigation, it was observed that all actors still experience difficulties in the process of inclusive education, and that the main difficulties are related to communication, collaboration and management of school inclusion. In the case study carried out in the city of São Pedro da Cipa, it was possible to understand that the interaction in the flow of information is a difficulty in the inclusion process. Within this context, the conclusion is that an application such as the one presented in this study can solve most of the difficulties of all actors, even serving beyond the municipal context, but becoming an option for the improvement of national education. since the application allows this interaction to take place in real time.

In this dissertation text, we present the results obtained through this research, which aimed to problematize and analyze the pedagogical practices and school conceptions of students with visual impairment in Elementary School I, with discussions related to school inclusion and the teacher's actions. In this direction, we focus the research on/about the educational practices that are and can enhance the student with visual impairment as an active subject of the teaching and learning process, considering the context of school inclusion and the pedagogical dimensions of special education. We developed this study in a municipal school in Sinop, Mato Grosso (MT). As a methodological option we chose the case study in a qualitative approach, in the theoretical composition we seek to relate our research proposal to Freire's subject of transcendence (1979), to the subject of potentialities, according to Vygotsky (2011), the proposal of a society that seeks respect diversity and consider human rights and the rights of nature (ACOSTA, 2016), among other authors who contribute to the understanding of the object proposed in this research. From the steps developed during this investigative process, we observed that in the field of education, inclusive educational practices occur in a limited way, with different methodologies by some teachers, with Specialized Educational Assistance (AEE) being the clearest proposal. We understand that different external factors such as social, political, economic, cultural and historical influence the context of inclusive education. Thus, from the research, the proposal of the educational product is directed towards the realization of a pedagogical notebook for teachers, briefly prioritizing a theoretical discussion about inclusive education, AEE, the student with visual impairment, as well as suggestions of activities that can be developed with such an audience, based on the contributions of the students participating in the research.

This dissertation work aims to identify students with High Abilities/Giftedness in Elementary School I, with training workshops for and with teachers. The research carried out was directed to the educational practices of teachers in inclusive education, linked to the Professional Master's in Inclusive Education at the University of the State of Mato Grosso. It is worth justifying that, through debates related to the concept of intelligence and creativity, teachers do not have theoretical-methodological tools that qualify pedagogical actions for and with highly skilled subjects who are in the school environment. And, due to the lack of knowledge of the properties and educational conditions, necessary for students with High Abilities/Giftedness (AH/SD), there is an absence of this subject, even though he is present in school spaces, therefore, a present-absent subject. This context translates the invisibility of the AH/SD subject. For this, training workshops were held with teachers, also research subjects, under two movements: the creation of a space of formative relationships for data collection, under the dynamics of action research, and a theoretical-methodological training tool, based on the conceptions of multiple intelligences and the theory of the three rings. The research required, as techniques, the application of open questionnaires (before the workshops and after them) and the realization of free observations of the activities to apprehend the pedagogical processes in the field of continuing teacher education. The workshops proved to be viable as a space for collective construction and also as a fundamental mediating tool for the elaboration of theoretical-methodological elements for the identification of students with High Abilities/Giftedness. Thus, an educational product called the Pedagogical Notebook was produced, with the purpose of subsidizing the continuing education of teachers for the pedagogical work in the identification of AH/SD. This pedagogical notebook was thus built as a result of dialogues and collective construction, a space and tool with the potential for students to move from present-absent to present-present, as a subject of school existence, in law and in fact.

Literacy, in Brazil, reflects in the results of research, both in qualitative analyzes and in quantitative data, a history full of barriers, in which social and political problems contribute to maintaining high illiteracy rates, as well as lower than expected reading levels (BRASIL, 2017, 2020). As well as literacy, there is Special Education, which comes up against major obstacles historically constituted in the country. Still very young, the National Policy on Special Education in an Inclusive Perspective (BRASIL, 2008) tries to reorganize the educational structure to promote spaces and practices based on the principles of inclusion. There is a high number of researches on literacy, and more recently many have focused on the study of the relationship between phonological awareness and the insertion of children in the world of writing, in this sense Seara's contributions are part of the theoretical construct; Nunes; Lazzarotto-Volcão (2015), Diniz; Pacheco (2012), Morais (2012), Soares (2003, 2016). However, there are still few studies that refer to phonological reflection skills for literacy in Specialized Educational Assistance (AEE). In view of this, the research aims to investigate the training possibilities of undergraduates in Pedagogy to study metaphonological skills as a didactic resource in the development of teaching written language to the Target Public of Special Education (PAEE) students. The research is characterized as a qualitative-interpretative study, based on the assumptions of collaborative ethnography (BORTONI-RICARDO, 2008), the data were generated, first with the use of questionnaires sent to the participants in a virtual way, prepared with the resources of forms and then a collaborative meeting was held in which the focus group interview was carried out with the undergraduates of the Pedagogy course at the University of the State of Mato Grosso (UNEMAT), university campus of Sinop, 9 students participated in the research, all of them of the female gender. The data collected from the questionnaires and the meeting were a fundamental source in the construction of the pedagogical product that this research was concerned with elaborating, in this way, the categorizations and analyzes show a feeling or perception that the studies in the Pedagogy course were occupied, largely with the theoretical composition and little with the pedagogical practice, such as teaching methodologies and didactic proposals.
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