INCLUSIVE EDUCATION AND INTERDISCIPLINARY PRACTICES: TRAINING EXPERIENCES AMONG TEACHERS

Abstract

This article analyzes the training experiences of Portuguese Language and Humanities teachers in a continuing education project aimed at promoting inclusive interdisciplinary practices in a public elementary school. With a qualitative approach, the research was based on participant observation, field diary records and semi-structured interviews, analyzed in light of Bardin's methodology (2011). The results indicate that collaborative work between teachers favors the development of innovative pedagogical practices that are sensitive to differences, strengthening equity and dialogue between knowledge. It was evident that interdisciplinarity, when linked to inclusive education, increases critical reflection, teaching autonomy and ethical commitment to diversity. The study concludes that continued training and collective planning are fundamental elements for the consolidation of a democratic and transformative school culture.