Análise da implementação das políticas de inclusão de alunos com necessidades educativas especiais no ensino primário no distrito de Marracuene: o caso da Escola Primária Completa “Joaquim Chissano” (2022-2024)

Abstract

Inclusive Education refers to meeting the special needs that students may have at some point in their school life. This work aims to analyze the implementation of Inclusion Policies for students with Special Educational Needs in Primary Education in the District of Marracuene, specifically, at the “Joaquim Chissano” Complete Primary School (2022-2024). To this end, a qualitative and empirical research was carried out based on documentary analysis techniques, semi-structured interviews and non-participant classroom observation to elucidate the concepts, policies and practices of Inclusive Education in the Mozambican educational landscape. 12 teachers, 3 members of the Board of Directors and 10 Guardians were interviewed. Analyzing the normative documents used in the school, it is clear that there is concern about inclusion in the regular education system due to the lack of improvement in the training of the school's teaching professionals. Based on the discussions presented, it is concluded that it is necessary to strengthen policies aimed at Inclusive Education in regular primary schools, in order to ensure access and retention of students with Special Educational Needs, within the scope of quality education for all.(TRADUÇÃO NOSSA)