Práticas pedagógicas inclusivas no ensino de história : um estudo de caso no IFMA e o papel do NAPNE

Abstract

Educational inclusion represents one of the main challenges in contemporary schools, especially considering the growing diversity within classrooms. This study aims to analyze how History teaching can contribute to the inclusion of students with atypical development, identifying the challenges faced by teachers and the pedagogical strategies used. This is a qualitative research, combining bibliographic review and field investigation conducted at the Federal Institute of Maranhão (IFMA), focusing on the work of the Center for Assistance to People with Specific Needs (NAPNE) at the São José de Ribamar campus. The findings highlight the importance of ongoing teacher training, curricular adaptation, and the use of inclusive teaching practices tailored to students’ specific needs. The analysis is grounded in the theoretical contributions of Freire (1996), Mantoan (2006), Fraga (2017), Vygotsky (1991), and Sassaki (1997), as well as in legal frameworks such as the Brazilian Law for the Inclusion of Persons with Disabilities (Law No. 13.146/2015), the National Education Guidelines and Framework Law (Law No. 9.394/1996), and the Federal Constitution of Brazil (1988). The results show that, despite legal and institutional advances, the effective implementation of inclusive practices still faces significant challenges, particularly in terms of teacher preparation and institutional support. The study reinforces the need for integrated public policies to ensure the right to equitable learning, valuing diversity and promoting the full participation of students in the educational process.