Inclusive education in Southern Bahia: a look at the paths and missteps

Abstract

 This research aims to analyze the Inclusive Education offered in the south of Bahia, with an emphasis on the public policies implemented, the pedagogical and infrastructural contexts, the pedagogical practices developed, the teaching resources available and the training of professionals who work with the Special Education public. The study was carried out in two municipalities in the southern region of Bahia; however, for the purposes of this article, we considered the participation of 28 teachers from just one of the municipalities, in order to ensure a diverse and representative sample of the investigated context. The research adopted a qualitative approach, descriptive and exploratory in nature, using an online questionnaire as a data collection instrument. Data analysis was developed in light of the Bakhtinian perspective, which privileges the dialogical understanding of the discourses and contexts investigated. With this research, we seek to contribute to deepening discussions about Inclusive Education, highlighting the advances achieved and the challenges still faced in the region. Furthermore, we intend to offer subsidies for the formulation of more effective public policies, encourage reflections on inclusive pedagogical practices and point out ways to improve the training of professionals who work in Special Education, strengthening the commitment to equity and respect for diversity in the school context.