Good inclusive pedagogical practices in the context of Brazil and Chile evidenced in scientific articles

Abstract

The biases that make up what can be considered good inclusive pedagogical practices are different, such as the different educational actors, the context in which such practices occur and their target audience, as well as the methodological processes and resources. Therefore, through this research, the objective was to analyze inclusive pedagogical practices aimed at people with disabilities that occurred in the Brazilian and Chilean contexts and were evidenced in scientific articles. To achieve this objective, bibliographical research was used as a method, based on the Content Analysis instrument proposed by Bardin through a qualitative approach. From this, it was observed that factors such as initial or continued training, interaction between peers, multidisciplinary team relationships, pedagogical resources and methodologies, student autonomy were highlights for the success of an inclusive pedagogical practice related to directly with the local political and socioeconomic context of each country.