The desire to research the learning process of students with multiple disabilities
arose during my journey as an educator, observing the work of other educators
in ordinary classrooms. From my experiences, the general objective of this
research is to describe the teaching strategies in the learning process of a
student with multiple disabilities, in the early years of Elementary School. The
scarcity of theoretical references marks the importance of the study. There is
also a diversity of interpretations and nomenclatures in studies on the subject,
which makes the study difficult. This research deals with a qualitative and
descriptive approach. To collect data for this research, reports on the learning of
a student with multiple disabilities from an application school will be consulted
and analyzed, in addition to the school's pedagogical proposal. It is configured,
therefore, as a case study of documentary type. After systematizing the data, an
Educational Product will be elaborated on form of an e-book that can contribute
to the pedagogical work of other education professionals in the care of children
with multiple disabilities.

The present work entitled The Supervised Internship in the Literature Course - Libras/Portuguese Language at the Federal University of Rio Grande do Norte: What do Deaf students say? Its general objective is to analyze aspects relating to the learning processes during the Supervised Internships of the Literature: Libras/Portuguese Language course at UFRN. The small number of publications in the area about Supervised Internships with deaf students interferes with the possibility of these students understanding and deepening their level of awareness in relation to the chosen profession, and consequently affects the construction of the student's identity as a professional and as a future Basic Education teacher (GARCIA , 2012). Our specific objectives were: Identify students' expectations and difficulties regarding their work in the internship field; analyze the learning processes during the Supervised Internship based on the narratives of the deaf; create a bilingual technological product that allows deaf students to receive guidance on Supervised Internship in Libras. It is a research with a qualitative approach, with an interpretative paradigm, which was carried out through semi-structured interviews through face-to-face and online meetings, with distancing and respecting all safety standards recommended by health authorities. For the analysis of this work, we relied on the theoretical framework and precepts addressed by Franco, 2005. The deaf students received all the information through the Free and Informed Consent Registry (RCLE) in Brazilian Sign Language (Libras) about the aforementioned research. and based on their narratives, we outline the necessary means to meet the objectives of our work. The results showed that attitudinal and communicational barriers are the main problems that exist for deaf students in Supervised Internship activities, the lack of accessible materials and instruments, as well as teacher guidance in pedagogical mediation. Our conclusion is to reaffirm the need for internship teachers to know Libras, to reaffirm the need for field school professionals to learn Libras, the absence of accessible and bilingual materials that facilitate access to the information necessary for the training of deaf students.

Audio description, a resource that transforms images into words, provides access for people with visual impairments to the most diverse image content, including works of art. Aiming to reduce inequality of opportunities in access to culture, this work seeks to bring another possibility of aesthetic accessibility for blind people, Sound Painting. Technique proposed by Josélia Neves that combines sound effects and musical accompaniment to the audio description of artistic works, in order to convey the emotional component present in them. Tevaluate the impact of this technique, Sound Painting scripts will be built for two works by the artist Newton Navarro: "Dom Quixote" and "Sancho Pança", which are part of the collection of the Nucleus of Art and Culture of the Federal University of Rio Grande do Norte - UFRN and protection of the inheritance of non-sighted people, through a focus group. Sound Painting will feature songs composed by students of the Music Composition course at UFRN based on a survey of the aesthetics, historic and style of the paintings made in this work.

The present study is inserted in the discussions about the constitution of being a teacher, in light of the relationship between initial training and experiences in the school environment, reflecting a central concern with the schooling of deaf children. The study seeks to analyze the relevance of Deaf Literature for pedagogical proposals in the early years of elementary school within the modality of bilingual education for the deaf. In addition to this general objective, three specific objectives were established: to highlight the concept of Deaf Literature within the socio-anthropological conception of deafness; to identify the perceptions that teachers attribute to working with Deaf Literature in the early years of elementary school; and to present an educational product in the format of a Digital Booklet containing theoretical and methodological guidelines on Deaf Literature, in order to guide teachers in their future work in the early years of elementary school. Methodologically, we adopted a qualitative approach (Bogdan; Biklen, 1994), exploratory and descriptive research (Gil, 2002). With regard to the instruments for collecting empirical material, we opted for a joint bibliographical and documentary review (Gil, 2002) and semi-structured interviews (Bogdan; Biklen, 1994; Triviños, 1987; Manzini, 1990/1991). Bardin's (2011) content analysis was used to systematize and process the empirical material collected.  The theoretical framework of this study highlights discussions on Deaf Education in Brazil and its educational legislation (Goldfeld, 2002; Strobel, 2009; Honora, 2014; Capovilla, 2000); Deaf culture and cultural artifacts (Skliar, 1998; Quadros, 2007; Perlin, 2001; Strobel, 2009; Peixoto, 2018; 2016); Deaf Literature and the processes of translation, adaptation and creation of literary artifacts (Karnopp, 2008, 2006; Mourão, 2011; Strobel, 2009; Skliar, 1998; Nichols, 2016; Rosa, 2011). The initial results of the research indicate that we have experienced progress in relation to the schooling of deaf people in Brazil, with the backing of legislation, these individuals have been able to count on interpreters, specialized care, curricular adaptations, regulation of LIBRAS, which is reflected in the proposed modality of bilingual education for the deaf. However, despite the advances in deaf education in Brazil, Deaf Literature is a cultural artifact that is little known by teachers working in the early years of elementary school, which contributes to the importance of producing our Digital Primer (educational product).

The deaf student is included in the inclusive school, and the presence of the Libras Translator/Interpreter Teacher has been increasingly respected due to the legal regulations that guarantee deaf people the right to this professional in the classroom. However, the challenges of educating these subjects still persist, mainly due to the educational structure that traditionally favors the hearing community, starting with the curriculum. Therefore, it is crucial that teachers recognize the linguistic difference of deaf students and develop strategies for their inclusion in the educational process, especially through their natural language, Libras. It is through Libras that deaf people express themselves and develop in the teaching process, making it vital to facilitate interaction and exchange of knowledge using this language in the school environment. This study proposes a methodological approach through a gamified activity, aiming to promote the teaching of Portuguese as a second language for deaf students and facilitate the socialization of Libras between deaf and hearing people through assistive technology. The objectives include: analyzing the process of teaching Portuguese as a second language in an inclusive school; present a gamified activity for learning Portuguese as a second language, including the production of textual genres such as Manga em Libras by all students in the class; and encourage the use of Libras, through assistive technology, to promote its acquisition and social use among deaf and hearing people. The research used methodological elements of action research (Brau, 2014), involving the Portuguese language teacher and the Libras Translator/Interpreter Teacher from a high school in the State of Rio Grande do Norte. Data collection was carried out in person, using participant observation and semi-structured interviews with the Portuguese Language Teacher, the Libras Translator/Interpreter Teacher and the deaf student, the latter using Libras with appropriate support for her linguistic particularity. The results of the activity were recorded in a field diary. The results point to the need to also target classes for deaf students, currently limited to hearing students. It was observed that the deaf student currently plays predominantly the role of copyist, indicating the urgent need for specific Portuguese teaching for her. Furthermore, a lack of joint planning was identified between the Portuguese Language teacher and the Libras Translator/Interpreter Teacher, highlighting the need for continued training for both. The active methodology, such as gamification, proved to be effective in awakening the interest of deaf and hearing students in learning, as well as in interacting with Libras, facilitating the deaf student's socialization with her classmates. However, the study also highlights the need for curricular accessibility that incorporates the Libras discipline into the regular curriculum, providing deaf people with not only expression, but also social participation through their language. According to Vigotski's historical-cultural theory (2021), the development of the individual occurs from the social to the individual, emphasizing the importance of an educational environment that promotes social exchanges through the deaf person's natural language. This work suggests continuing research to contribute to the education of deaf people and to delve deeper into important issues related to their schooling. The achievements of this research resulted in the creation of a digital manual, derived from its findings, which will serve as a resource for teachers at inclusive schools to engage both deaf and hearing people in teaching Portuguese, using methodologies that integrate Libras into the educational process of deaf people and promote its dissemination among classmates.

The arrival of students with disabilities in regular classrooms caused significant changes, especially among teachers, who had to transform their teaching practices in order to meet the individualities of all students in increasingly heterogeneous classes. In this regard, the present study arises from the concerns of teachers in the final years of Elementary School who reported the difficulties in teaching certain content to classes that are so diverse in their rhythms and ways of learning. In face of the broad universe of content covered, the research was focused on the curricular component of Natural Sciences. The investigation, with a qualitative approach, exploratory and descriptive in nature, is configured in terms of procedures as collaborative research (Ibiapina and Ferreira, 2005). The research was based on studies by Zabala (1998), (2008), Oliveira (2013), Kranz (2014), Zerbato and Mendes (2021), as well as official documents such as the National Policy on Special Education from the Perspective of Inclusive Education (Brazil, 2008) and the National Common Curricular Base (Brazil, 2017). This research presents as subjects participants teachers and students in the last years of basic education, with the general objective of mapping the challenges and possibilities of teaching-learning of the Natural Sciences discipline taught to a class in the final years of Elementary Education at a school in the public education located in the city of Natal-RN. Specific objectives: identifying, with teachers and students, the most challenging content; elaborate, in a collaboratively way, a didactic sequence with a Universal Design for Learning approach for Natural Sciences classes in an Elementary School class - Final Years; and, evaluate and document the perceptions of those researched involved regarding the product. The questionnaire, focus group and co-design tool were chosen as instruments for data construction. For data analysis, the Bardin method (2011) was adopted. Based on the participants' speeches, the dissertation resulted in the construction of an inclusive didactic sequence on the content “Cells” as part of the curriculum of the Natural Sciences discipline in the 6th year of Elementary School. It is expected that with this work, reflections on teaching will be encouraged, enabling inclusive educational practices to provide effective learning for all students.

In recent years, the number of students with Autism Spectrum Disorder (ASD) has grown substantially in regular classes. Despite the increasing presence of this population in schools, research suggests that education professionals have difficulty dealing with students with ASD, mainly due to the sociocommunicative limitations they present. About one-third of these students cannot communicate through speech, making the use of Augmentative and Alternative Communication (AAC) resources essential. In a preschool context, AAC has been adopted in diverse routines, including storytelling activities. Studies suggest that many teachers are unaware of or do not feel prepared to use AAC in such activities. Thus, research highlights the importance of teacher training for the inclusion of students with ASD. One of the growing practices adopted in professional training programs is autoscopia, a self-confrontation procedure aimed at developing reflective teachers. Based on this scenario, the general objective of the present study was to analyze the effects of the autoscopia procedure on the use of AAC in storytelling by teachers of students with ASD. The participants included one teacher and 14 children from a preschool class (level III), among them 3 children with ASD. Four accessible books in AAC were produced for the research, which was conducted at a Municipal Center for Early Childhood Education (CMEI) in the city of Natal. The verbal reports of the teacher and the researcher, recorded during the autoscopia sessions, were analyzed based on Content Analysis. Three categories of analysis were produced for the teacher, including task organization, resources, strategies, self-assessment, and teacher participation in the autoscopia process. In the researcher’s speeches, four categories were considered: resources, strategies, participation of children with ASD, and evaluation of the teacher's practice. The effects of autoscopia on teaching practice were analyzed through a quasi-experimental intrasubject design and evaluated using Non-overlapping Data Percentage (PND). The results revealed that the intervention impacted teaching practices in different ways. A significant increase was observed in the frequency of verbal questions about the story, questions and comments using symbols, as well as the use of closed questions. Despite providing symbols to the students more frequently, the teacher used them little to tell the stories or make verbal comments about the narrative. Observational records indicated that changes in the teacher's behavior favored greater participation of children with ASD in storytelling.

Autism Spectrum Disorder (ASD) has as diagnostic criteria the presence of deficits in social interaction and communication, in addition to restricted interests and repetitive movements. The challenges for these students in the regular education system are diverse, especially for those with Complex Communication Needs (NCC). In recent years, there has been an increasing number of children with ASD enrolled in early childhood education in regular schools, meaning that teachers need to seek knowledge, strategies and resources, so that their pedagogical practice becomes more inclusive. Using stories as a pedagogical strategy in the learning process helps in the child's linguistic development and, consequently, in access to information and in their interaction with their interlocutors, at this moment, the teacher can act as a mediator intervening between the child and the story presented, causing it to be perceived in a different way than if it were simply exposed to the child, without this intervention. AAC can be used by teachers in their mediation practice to help children with ASD in this process, so that they are not only present in the classroom, but effectively participate at all times. This research aims to analyze the mediation strategies used by teachers when telling and retelling stories for children with ASD and NCC inserted in the regular classroom in the last phase of early childhood education. Regarding methodological aspects, this is a case study, as it allows the researcher to understand a phenomenon from its real context, it is qualitative research. Two teachers and two children diagnosed with ASD and NCC from two schools participated in the study. Filming took place in the children's classroom every fortnight. The videos are being transcribed and to respond to the research objectives, we will carry out two interrelated analyses, using Bardin's Content Analysis and a Likert-type Scale called the Mediated Learning Experience Assessment Scale (EAM). The initial results of the research indicate that the teacher at School 1 increased from 53 mediations in the first session to 57 in the third. This number directly reflects the mediation carried out with the child with ASD, who initially did not participate in the story and retelling, even though they were in the classroom. The teacher at School 2 also increased from 44 mediations in the first session to 50 in the third, this number mainly reflects the behavior of the child with ASD, who really enjoys the story time, and participates by saying the name of the images in the book several times, waiting for feedback from the teacher, which sometimes does not occur. Based on the results found, a digital manual will be developed aimed at teachers with the aim of presenting practices favorable to mediation when telling and retelling stories for early childhood education classes that have students with ASD and NCC.

This research is based on different dimensions that complement each other in the construction of social knowledge, since it allows students of Youth and Adult Education (EJA), as well as Special Education, to have quality teaching that guarantees learning. and development, helps this individual become more aware of their capabilities, their reality and their importance in society. Thinking about mathematics from an innovative and attractive perspective in the classroom, and also targeting people with specific needs, is undoubtedly a challenge. The discussion of this context is referenced by authors such as Oliveira, Silva, Santos (2020), Carvalho (2019), Kranz (2014, 2015), Prado and Piotto (2022), Martins and Rabatini (2011) and Luria (2010). We aim to analyze the contributions of accessible games, from the perspective of Universal Pedagogical Design (DUP), for inclusive work with EJA students regarding the teaching and learning of mathematical concepts.

To this end, the work involved: developing games with rules, within an inclusive perspective, that allow work with concepts from the area of mathematics; develop strategies for pedagogical work with games, in order to allow the teaching and learning of mathematical content; develop classes with mathematical games, based on the fundamentals of DUP; promote collaborative work between all students in the EJA class; evaluate inclusive pedagogical practices with games with rules, for teaching and learning mathematical concepts in EJA. Thinking about the importance of participatory work, and that research is not built in isolation, it is important to consider working together and how significant this can be in obtaining results, this project was built within the perspective of collaborative action research, therefore, it is of a qualitative nature. Data analysis will be carried out through a survey of all the material collected throughout the development of the research, including interviews, photos, filming, notes and personal statements. As this is a qualitative research, we understand that the instruments used will give rise to a considerable number of descriptive data, which must be synthesized and organized in order to guarantee their analysis, in a process highlighted by Nunes et. al. (2015) as coding. Based on the activities proposed and developed with the students, a notebook will be created with games with inclusive rules and the planning involved in the research. We believe that such a product is necessary to expand the dissemination of inclusive proposals for Mathematics Teaching in Youth and Adult Education, both from a broad perspective and for a specific audience.

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This work was carried out in the line of investigation Processes of Education and Learning from the Perspective of Special Education of the Postgraduate Program in Special Education (PPGEEsp) of the Federal University of Rio Grande do Norte (UFRN), with the objective of analyzing a training process, referred to discussions on collaborative teaching, with education professionals from the public teaching network of the state of Rio Grande do Norte (RN), attached to the 4th Regional Directorate of Education and Culture (DIREC). It is theoretically based on studies by Mendes (2006), Damiani (2008), Fontes (2013), Vilaronga and Mendes (2017), Cristo y Mendes (2019), Nazario (2021), Cunha (2022) and Silva (2023) . The methodological approach adopted in this study was qualitative research based on intervention. In terms of objectives, it is characterized by being an exploratory investigation, which provides greater familiarity with the problem investigated, with a view to making it more explicit (Gil, 2002). Regarding technical procedures, this is a participatory investigation, characterized by the implication and identification of the researcher with her group of interlocutors. The subjects involved in the investigation are a group of once teachers from five schools of the 4th Regional Directorate of Education and Culture (DIREC) - SEEC/RN, who participated in the extension course "Collaborative Enseñanza: inclusion from the perspective of double enseñanza", product of this investigation. The education professionals who participated in the dialogue group are: Special Education teachers, Specialized Educational Care teachers, ordinary class teachers, pedagogical coordinators and school managers. The study reveals that the process of teaching and learning in a collaborative dimension continues to be a challenge and indicates the need to redesign the curriculum, guarantee time and space for joint planning and reverse the training continues throughout the teaching team and their leadership schools, with a view to guaranteeing the learning rights of all students.

With the efforts of the society planning inclusive educational contexts and the search to settle the barriers found in these contexts, the Special Education Teacher occupation was created in Rio Grande do Norte in 2015 for teachers to work in regular classrooms allied with the main classroom teachers, collaborating to the teaching and learning process of the students targeted by the Special Education. From the ramifications of the teaching work between two teachers in the regular classroom, we presume some challenges and possibilities are setting up and earning the need to think about how the work of this new professional and the validity of their actions for the scholar inclusion process of the students they accompany are taking place. This led us to develop the proposal of a qualitative research, exploratory tipe. For the data construction, we used a questionnaire with open and closed questions and a semi-structured interview applied in a Focus Group with six (6) Special Education teachers working in Rio Grande do Norte High School establishments. We also applied a semi-structured interview with two (2) Special Education Subcoordination (SUESP) representatives, and two (2) Special Education Supervisors from the 2nd DIREC - PARNAMIRIM. The empirical product will be materialized into an educational experience with Special Education teachers working in the High School and Guiding Module to the Continuing Education of the Special Education Teachers from the 2nd DIREC-PARNAMIRIM/RN. The data obtained till now is being organized for analysis, oriented by the Content Analysis principles (BARDIN, 2016), and interpreted in the light of the specialized literature of the studied area.

The implementation of educational public policies for the inclusion of people with disabilities in education provided the inclusion of deaf subjects in higher education institutions in the country. This growing number of students with specific educational needs has led to a movement to seek and promote the accessibility and circulation of the Brazilian Sign Language at the Federal University of Rio Grande do Norte (UFRN). One of the important actions in the access of deaf people to education is the work of the Libras-Portuguese Interpreter Translator (TILSP) in these spaces, more precisely in the context of the classroom. This work aims to understand the role of TILSP acting in the UFRN higher education classroom and how this reflects on the teaching-learning process of deaf students. The investigation is anchored in the methodological precepts of action-research, through non-participant observation of the classroom of a subject of the graduation course of Degree in Libras-Libras at UFRN and semi-structured interviews with three deaf students, two interpreters and the professor of the curricular component. The research is ongoing, in the data analysis phase, and it is possible to highlight some results such as the identification of the discussion axes: 1) the role of TILSP in the classroom; 2) translation and interpretation strategies and techniques; 3) the role of the institution in the organization of TILS work in higher education. Based on the results of the meetings, this work envisages the elaboration of a guiding guide about the work performed by the TILSP in the UFRN higher education classroom in order to promote educational accessibility for deaf people at UFRN.

As of 2017, a significant increase in the enrollment of students with disabilities in higher education, due to the growth of public policies and regulations which seek to guarantee access for all to education and, consequently, to higher education. In the context of the Federal University of Rio Grande do Norte (UFRN) it is no different, there is an increase in the number of students with Specific Educational Needs (SEN) assisted by the Secretariat for Inclusion and Accessibility (SIA) of UFRN: 31 (thirty and one) students in 2017 to 102 (one hundred and two) in 2018. In this sense, this work focuses on the study of the accessibility/inclusion difficulties of students with SEN on the UFRN FACISA campus in practical laboratory classes that occur in their undergraduate courses. This is a qualitative research with an exploratory and descriptive character, whose general objective is to identify, in the context of practical classes in laboratories at UFRN, which didactic elements contribute to accessible teaching. The specific objectives are: to identify the perceptions of professors, technicians and students who use UFRN laboratories about resources/didactic materials used that contribute to accessible pedagogical practice, as well as to raise training needs, from the perspective of laboratory users, for the development of an accessible pedagogical practice, and, finally, to elaborate a formative proposal for the development of accessible pedagogical practices in laboratories, based on the survey of the demands of professors, technicians and students at UFRN. In order to reach the objectives, we will visit the research locus, the Faculty of Health Sciences of Trairi (FACISA), carrying out observation as well as semi-structured interviews with professors, students, laboratory users, laboratory technicians on the campus, totaling nine participants. In the end, we hope to discuss the didactic elements that contribute to accessible teaching in laboratories, contributing to the training of teachers who teach practical classes in these spaces, in addition to strengthening the inclusive policy within UFRN.

The present research has the general objective to analyze the educational trajectory and the teaching and learning conceptions of teachers of children with microcephaly in Early Childhood Education in Natal and the metropolitan region. The relationship with the theme is justified through professional work in the Public Health Department of Rio Grande do Norte – SESAP/RN and work in early childhood education. The research has a qualitative approach. The research participants were teachers and the child's mother/guardian. The data collection instruments were semi-structured interviews through virtual meetings through Zoom or Google Meet and in person, complying with biosafety protocols. Data were analyzed using Content Analysis. As a result, the study systematized conceptions and experiences of families and education professionals about the educational trajectories of children with microcephaly in the city of Natal. Finally, as a result of the study, the educational product in the form of a booklet presents teaching and learning strategies for children with microcephaly in early childhood education for the debate and socialization of Special Education knowledge in an inclusive perspective.

The present work aims to analyze a continuing education with a collaborative group, formed by teacher(s) from the early years of elementary school, teacher(s) of Specialized Educational Service and Translator(s) and interpreter(s) of Sign Language , about the development of statistical literacy, with the use of TDIC, for deaf students. The specific objectives defined for this were: To identify the knowledge of teachers in the early years, of the AEE, of the Sign Language Translator and Interpreter and of the deaf student about statistical knowledge; Develop collaborative continuing education for the development of statistical literacy, based on the PPDAC Investigative Cycle, having as a final product the elaboration of a didactic sequence accessible in Libras; Collaboratively analyze the execution of the didactic sequence with the deaf student. To answer the following question: How can continuing collaborative education in the teaching of Mathematics, with teachers of deaf students and Libras Interpreter Translators, can contribute to the development of statistical literacy of these students in a bilingual perspective? Based on the theoretical framework of studies by Capelline and Zerbato (2019), Giroux (1988), Nóvoa(1995), Tardif (2007), . This is a qualitative approach research of the collaborative type and interpretive paradigm, as it takes place through the construction and interaction between the researcher and the subjects participating in the research in the school context and with formative meetings, dialogues and action planning in order to facilitate the teaching learning process of mathematics. Finally, the procedures based on the RePare spiral model are followed, diagnostic instruments are applied with professors and students participating in the research, at the beginning of the process, and at the end, the analysis is carried out using an instrument for evaluating the training applied with the professors. . The results demonstrate that it is necessary to engage in this type of training by professionals from the school, the family and the bodies responsible for ensuring public policies for local linguistic inclusion. There is a difficulty identified in relation to hiring interpreters in municipal schools, a fact that compromises the linguistic inclusion of deaf students. However, there is an opening for dialogue in the search for measures to overcome language barriers and offer continuing education for the professionals involved in the process. As a product of this work, a didactic sequence that relates the school reality and statistical literacy is collaboratively produced.

The present study highlights the relevance of the Peer Tutoring as a strategy for promoting the inclusion of Special Educational Needs students in the context of the higher education system. The main goal is to analyse the contributions of the Guidance and Peer Tutoring Program in the Federal University of Rio Grande do Norte in the educational trajectory of Tutors and Tutees and present the products developed within the research. Altogether, 27 students with an active enrollment in the program participated. In order to obtain the data, it was made available an online survey for both groups. 100% of the Tutees consider the program to contribute for their stay, performance and academic success in university. The qualitative data reveal the types of developed activities; the established bond beyond the tutoring and its benefits, in both groups' perspectives. The difficulties, the program improving points and some of the inclusion barriers faced in their academic context were also considered, the attitudinal barrier being the most cited one. We opted for a historical-cultural approach in the qualitative data analysis and the usage of seven categories, elaborated accordingly to the questions asked in the survey, in order to achieve the specific objectives. Peer Tutoring brings to the students relevant contributions, providing permanence and academic success conditions, and empowering the inclusion in the academic context. As products, were developed a Practice and Techniques for Peer Tutoring Guide, a training script for Tutors and a board on the Trello platform. The product validation is the last step in development and will be incorporated into the final version of the dissertation.

Thinking about an Inclusive Education is looking for tools and strategies to provide work that aims at the participation and learning of all students. The organization of collaborative work among professionals is one of the aspects that can help in this process, especially in the inclusion of students target audience of special education (PAEE). In this sense, the research was conducted in a public school located in the North Zone of Natal/RN and had the general objective: to develop, implement and evaluate continuing education, with a view to organizing collaborative work for the inclusion of all students, together with to Elementary School teachers, management, coordination, Special Education teachers, Libras interpreter teachers and SRM teachers. And, as specific objectives: 1) accompany the expansive learning during training; 2) reflect on the organization of collaborative work for school inclusion; 3) understand the potential of collaborative training for the organization of work at school and 4) produce a guide for collaborative teachers training in school contexts. The research was guided by the Historical-Cultural Theory of Activity, highlighting the understanding of expansive learning, theorized by Engeström (2002, 2016), which concerns the collective production of new learning, of changes. It is configured as a collaborative research (IBIAPINA, ALBUQUERQUE, 2016), which had data produced from interviews, questionnaires and, mainly, training with teachers. This training is understood as a training intervention that is characterized as the organization of a transformation process, constantly remodeled by the organizational dynamics and internal politics and by the specific conditions that it encounters or creates (ENGESTRÖM, 2011). The training intervention had ten online meetings, supported by the Google Meet platform, held between October 2021 and June 2022, with the aim of creating spaces for sharing and building learning for the organization of inclusive collaborative work. The data were interpreted from the discursive textual analysis (MORAES, 2003), having as axis the actions of expansive learning. Thus, the training discussions focused on questioning actions, historical and empirical analysis of modeling and examination of the new model; it was not possible to complete the expansive learning cycle with consolidation of the new practices discussed. One sought reflection and construction of tools that would contribute to collaborative work and inclusion in the school; the questioning actions turned to the organization of planning and to the articulations between professionals; analysis actions sought to understand the context and organization of collaborative work in the institution; modeling actions took shape in the creation of an organization chart and the use of the institution's Drive as tools for resolving the questions posed; Examining the new model focused on pointing out difficulties in using the Drive. Linked to the expansive learning category, inclusion, collaboration, planning, teacher training were also discussed, categories that were intertwined throughout the textual construction. The research reflections were also the basis for the construction of a collaborative training guide, a product that is a requirement of the professional master's degree. One can see the potential of collaborative work for building inclusive practices, considering both the daily work at school and the work carried out in training.

Enabling the inclusive pedagogical practices in Early Childhood Education during the COVID-19 pandemic became a huge challenge for teachers, school administrators, parents, and the whole scholar community. The motivations for this research emerge from the experiences and personal and professional concerns working as a teacher at the Núcleo da Educação da Infância, Laboratory School from the Federal University of Rio Grande do Norte (NEI-CAp/UFRN) in the COVID-19 pandemic context, during 2020 and 2021, and from the desire of sharing the inclusive pedagogical practices developed in this period and, thus, contributing to the studies related to the education of the childhoods and the teaching practice. This research has the general objective of analyzing how the inclusive pedagogical practices developed with the children regularly registered in the Early Childhood Education (ECE) from NEI-CAp/UFRN during the remote and hybrid schooling context were (re)organized. It also has these specific objectives: to map the factors impacting the effectiveness of inclusive pedagogical practices developed with the ECE children during the remote and hybrid schooling; to identify the remote and hybrid teaching inclusive strategies used by the ECE teachers; to be aware of the the inclusive didactic materials and resources used by the ECE teachers with the children during the remote and hybrid schooling, and develop a collaborative digital portfolio with inclusive pedagogical strategies and didactic resources contributing to the learning of every child, regardless of the remote, hybrid or in-person teaching context. To support this research, we established dialogues with the current inclusive educational policies and pedagogical practices in the ECE inclusive perspective, with the studies and discussions focusing on the teaching practice during the pandemic, including the remote and hybrid teaching, the NEI contextualization and the Historical-Cultural Theory concepts. The investigation adopts a qualitative and descriptive approach and configures itself as a case study. As procedures for data collection and production, we used: the analysis of the institutional documentary sources related to the inclusion and to the emergency remote and hybrid schooling period, and semi-structured interviews conducted online via Google Meet with female teachers and coordinators. We invited two coordinators from the institution and three teachers who worked in Early Childhood Education during 2020 and 2021 to participate in the research. The data was analyzed based on textual discourse analysis. In the analysis, we highlighted the categories of pedagogical practice organization and mediations. At the time, the investigation identified four different teaching models: emergency remote teaching model with asynchronous meanings and non mandatory living experiences suggestions to be performed and mediated by the families; remote teaching model with synchronous and asynchronous meanings with the mediation of the teachers and the families; remote teaching model with daily synchronous meanings and, at last, the hybrid model. These models served to produce collaboratively with the teachers participating in the research a digital portfolio to share pedagogical strategies and didactic resources used to contribute to the learning of every child. For believing in the necessity and importance of sharing successful pedagogical practices, this study aims to socialize how they were developed and experienced in the ECE during the remote and hybrid teaching period and how they can contribute to the inclusion of every child in other contexts.

In Brazil, according to the Census of the Brazilian Institute of Geography and Statistics (IBGE), almost 7% (12 million) of the population have some type of disability. From the 1990s onwards, with the paradigm of inclusion, the school had to restructure and change its attitude towards the heterogeneity of students, breaking with previous paradigms. We understand that education is a matter of human rights and people with disabilities should be part of regular education, we understand the term disability through the social model of disability, where students have specific communication needs, inclusive communication comes from an understanding that people communicate differently, and various techniques are needed to meet these different needs. This finding led to the realization of this research work, where we seek to analyze the relevance of simple language as a favoring of school inclusion in the training of Specialized Educational Assistance (AEE) teachers from state schools in the municipality of São José do Mipibu/RN. To this end, two AEE teachers working in the Multifunctional Resource Rooms of schools in the state education network participated in the research. Thus, the research has a descriptive exploratory qualitative methodological profile, and uses the Intervention methodology. For the construction of data, we applied questionnaires and conducted semi-structured interviews with the participating teachers. After data collection, we started the data analysis and interpretation phase using Bardin's Content Analysis technique. The results obtained showed that Simple Language can indeed contribute to the pedagogical practices of AEE teachers, when it makes it possible to overcome barriers to textual understanding. It was also found that the training proposal, product of this research, can contribute to the continuing education of teachers, enabling the identification of accessibility standards in texts using Simple Language.

The school's challenge is to identify and develop the abilities of students with disabilities. Assessment is an important diagnostic tool and indispensable for a pedagogical practice committed to the child's development. The diagnostic evaluation allows the teacher to know the skills and difficulties of these students in different areas of knowledge and practice, in addition to guiding the construction of planning and teaching strategies according to the specificities of these students. Unfortunately, there is still little literature, as well as instruments, on diagnostic assessment for non-oral students. Thus, this qualitative research seeks to propose a way to carry out a diagnostic assessment of non-oral students in the school context through an Inclusive Diagnostic Assessment Instrument (IADI). Therefore, an IADI will be developed capable of contributing to the practice of teachers in order to provide the inclusion of these students from the moment of evaluation. The IADI will be evaluated by teachers from the 1st year of Elementary School I in the regular classroom and by teachers from the Specialized Educational Assistance classroom. At the end of the application of the questionnaire, data will be collected for the review and completion of the diagnostic assessment instrument adapted for students with no orality.