2018-05-302018-05-302014-12-15MAGNO, Cleide Maria Velasco. Inclusão escolar nos anos iniciais: saberes e práticas docentes em sala regular com estudantes com necessidades educativas especiais. Orientadora: Maria de Fátima Vilhena da Silva. 2014. 97 f. Trabalho de Curso (Graduação) – Faculdade de Educação Matemática e Cientifica, Instituto de Educação em Ciências Matemática e Linguagem, Universidade Federal do Pará, Belém, 2014. Disponível em: http://bdm.ufpa.br/jspui/handle/prefix/519. Acesso em:.http://bdm.ufpa.br/jspui/handle/prefix/519This work is a narrative on the research carried out in approximately two years in two public schools with two teachers and their classes with at least one student with SEN, including elected as subjects diagnosed an autistic student of the first school and the other two school student with SEN without a confirmed diagnosis of dyslexia and TDAH. Our objective was to analyze teaching practices with a view to school inclusion of these students to understand how teachers perceive the issue of inclusive education in regular school room in the early years and identify the pedagogical strategies used by teachers, mobilized knowledge necessary for inclusion. The methodology was assumed collection and subsequent analysis of transcripts of observations data, unstructured interviews, journal notes field, photos, small videos, drawings and documents for the comprehensive understanding of the case study. The data analysis consisted of detailed reading of all the material, observed situations, the environment, people, procedures, attitude and values of teachers object of this investigation and all involved in the research, confronting - with the established framework as the aspects of Inclusive Education and knowledge needed for teaching practice. According to the analysis, in response to our research problem, we conclude that teachers when faced with situations of school inclusion react as their emotional makeup, psychological and especially as the concept of himself as an educator. As for inclusive practices in school are those that consider and value the student experience and the support that the educator can offer the family and the school as a community of learners, subject to the limitations to the aspect of training or school organization. The inclusive school practice is one that seeks to overcome the prejudices and approaches consistent assessment to ensure understand the evolution of the other and the faculty knowledge must be purchased and used without set, so that there is room for a practice from the perspective of inclusion.Acesso AbertoInclusão escolarPrática de ensinoCNPQ::CIENCIAS HUMANAS::EDUCACAOTrabalho de Curso - Graduação - Monografia