2025-11-042025-11-042025-05-02SOARES, Roberta Dias. Desafios e possibilidades no processo de inclusão educacional de alunos com Síndrome de Down: um estudo de caso em uma escola pública em Abaetetuba-PA. Orientadora: Rafaele Habib Souza Aquime. 2025. 65f. Trabalho de Curso (Licenciatura em Pedagogia) – Faculdade de Educação e Ciências Sociais, Campus Universitário de Abaetetuba, Universidade Federal do Pará, Abaetetuba, 2025. Disponível em: https://bdm.ufpa.br/handle/prefix/8784. Acesso em:.https://bdm.ufpa.br/handle/prefix/8784This research aims to analyze the process of school inclusion ofstudents with Down Syndrome (DS) in public education, examining the challenges, the strategies, and the pedagogical practices that promote the realization of special and inclusive education. The adopted methodology was qualitative and exploratory in nature. In this sense participant observation and semi-structured interviews were employed as methodological tools for the case study involving a student with DS in the 4th year of elementary school. The results showed that, although there is a legal framework and public educational policies which regulate inclusion in the educational system, challenges still exist related to teacher training, curriculum accessibility, and collaborative work, as pointed out by Mantoan (2006) and Stainback and Stainback (1999). Moreover, this study also highlights that pedagogical mediation and social interaction play a central role in the development and learning processes of students with disabilities. This aspect corroborates Vygotsky’s (2007) perspective on the importance of the “other” in the construction of knowledge. From this perspective, the interactions between the student with DS and their classmates, intentionally mediated by the teachers, proved fundamental for promoting advances in autonomy, communication, and participation in school activities. The results, analyzed through content analysis, indicate that, although there are institutional and attitudinal barriers, there are also inclusive practices under development that foster student learning and participation. Furthermore, the research revealed the relevance of collaborative work between regular education and the Specialized Educational Service (SES), as well as the need for pedagogical planning based on the principles of Universal Design for Learning (UDL). It also highlighted the importance of initial and continuing training for professionals as a crucial factor for strengthening inclusive practices and transforming conceptions of diversity within the school environment.Acesso AbertoEducação especial e inclusivaSíndrome de DownEstudo de casoFormação de professoresTrabalho colaborativoSpecial and inclusive educationDown SyndromeCase studyTeacher trainingCollaborative workCNPQ::CIENCIAS HUMANASTrabalho de Curso - Graduação - MonografiaAttribution-NonCommercial-NoDerivs 3.0 Brazil