Pedagogia diferenciada como instrumento político-pedagógico da inclusão

Abstract

It is necessary to understand a new form of school organization, which provides personalized, inclusive pedagogical work in line with the heterogeneous reality present in all social groups. Through the individualized educational program, there is a paradigm shift in school mediation, teaching planning, learning assessment and the teaching process, such revolutions are beneficial to all students, regardless of their typical or atypical functional conditions. The educational service model breaks the medication paradigm of special education and imprints an educational identity that corroborates school processes. It is hoped, therefore, from this theoretical study to contribute to a reflection on the practices of teachers and to equate ways for their eventual change.