The Inclusive School urges the need to welcome, in a democratic way, an increasingly heterogeneous population, where everyone must be assisted in their educational specificities, through curricular flexibility to the formal curriculum. This school, based on the curricular assumption, means that the student with a disability must be part of the regular class, learning the same contents as the others – albeit in different ways – and it is up to the teacher, with the support and assistance of the entire school team, to make the necessary flexibility. In this way, studying and creating strategies that facilitate and expand the schooling of students with disabilities becomes a sine qua non condition for achieving a truly inclusive education. Thus, this research seeks to analyze the teaching praxis with the
use of Montessori reference materials in the schooling of students with intellectual disabilities in a public school in the municipal teaching network of São Luís - MA. It starts with the study of the following question: Does the practice of teachers who work with students with intellectual disabilities, in an inclusive perspective, when using pedagogical materials of Montessori reference, make the schooling process feasible? It is a qualitative descriptive research, which covers the application of interviews, observation and the elaboration and production of pedagogical resources inspired by the Montessori philosophy. It is hoped that this research will encourage the construction of an inclusive teaching praxis for students with intellectual disabilities in public and private schools.

It was decided to implement the teaching of music with guitar to be developed with students with visual impairments, in the inclusive context, added to the profiles of Assistive Technology (AT) as musical teaching resources. In this context, this research has as general objective: discuss the teaching of music with guitar and its Assistive Technology for students with visual impairments. Its specific objectives are: to describe the ways of teaching music with guitar at the initial basic level; identify the profile of the visually impaired person and their AT in the school context; review the scientific productions related to the teaching of music with guitar and its AT for people with visual impairments; and create a Didactic Guide on teaching music with guitar and its Assistive Technology to be developed with students with visual impairments. Finally, the problem question will be answered: What are the ways of teaching music with guitar and its Assistive Technology relevant to students with visual impairments? Its methodology consists of qualitative and procedural research, represented by a Systematic Literature Review (SLR). Supporting references involve international/national documents and related authors: to general and inclusive education, to teaching music with guitar, to people with visual impairments and their Assistive Technology. As a result, 31 articles were found that deal with music teaching for people with visual impairments with their respective AT profiles, among them, only one article presented guitar teaching for people with visual impairments. The National Common Curricular Base (NCCB) was considered as a guiding document to outline the teaching of music with the guitar and the relevance and need for the music teacher to know the specifics of the student's visual impairment was verified, to be able to design and plan classes with AT relevant to educational needs, equitably. Finally, a Didactic-Instructional Guide to music with guitar was created, supported by the NCCB, the results of the RSL research and similar authors, indicating examples of five Objects of Knowledge and their Abilities referring to Elementary School and three Competencies and their Abilities, in terms of secondary education.

Understanding written language as a continuum of oral language, it is plausible to understand that the limitations present in the communication focus on barriers that are usually seen as obstacles in the literacy process of students with autism. Because it is a disorder whose main dysfunction affects the area of social interaction and communication, it is necessary that the school responds to the height, providing accessible means that expand the communicative skills and facilitate literacy, as a basic element in the construction of knowledge. Believing, therefore, that Assistive Technology and, more specifically, the Augmentative and Alternative Communication Resources (AAC) can be important allies in this proposal, this paper intends to analyze the implications of AAC resources in the literacy process of students with autism. Therefore, the central question that guided this research was to know what are the implications of AAC resources in the literacy of students with autism. The search for answers led this work to a descriptive research, with a qualitative approach, supported by the use of case studies. For data collection, semi-structured interviews and systematic observation in the common room were conducted. Six teachers from the public municipal network of Pedro do Rosário/MA, who work with children on the autistic spectrum, participated as subjects of the research: three teachers of the common room, of the literacy cycle (1st and 2nd year of elementary school), and three from the Specialized Educational Attendance Room (AEE). Data collection only began after the project was reviewed by the Ethics and Research in Human Beings Committee, and approved by opinion 5.130.162 (attached). The discussions, presented in this dissertation, were based on the cultural-historical perspective of Vygotsky (1994), for understanding, like him, that man is constituted as such through his social interactions. And also, by the studies of Sartoretto; Bersch (2010), Nunes; Walter (2016), Serra (2018), Soares (2020) and Mendes (2010). The results showed the weakness in understanding the roles and the lack of coordination between the actors involved in ensuring learning and accessibility for students with autism. This, in turn, hinders a more satisfactory involvement of these resources in the context of literacy mediation of these students.

Com a pandemia do Novo Coronavírus da Covid-19 foram estabelecidas várias medidas pela Organização Mundial da Saúde (OMS), para conter a proliferação do vírus. Entre essas medidas estava o fechamento das escolas, fazendo com essas instituições de ensino buscassem, por meio do uso das tecnologias, adequar-se ao novo formato de aulas remotas. Nesse sentido, o objetivo é analisar como as escolas públicas da Educação Básica do município de Grajaú/MA inseriram as Tecnologias Digitais da Informação e Comunicação (TDIC), no processo de ensino-aprendizagem, de modo a fomentar a inclusão dos estudantes com deficiência, durante a pandemia da Covid-19. Nessa direção, contou-se com as concepções teóricas de Bacich e Moran (2015; 2018), Sancho et al. (2006), Matoan (2000) , Quintella (2018), entre outros, buscando acentuar reflexões sobre as implicações pedagógicas e sociais que ocorreram durante a pandemia para garantir o ensino através do uso das TDIC. A pesquisa qualitativa, de natureza exploratória, desenvolveu-se como pesquisa de campo e teve como sujeitos profissionais da Secretaria Municipal de Educação e professores que atuam na sala comum e no Atendimento Educacional Especializado (AEE). A coleta dos dados contou com aplicação de questionário e entrevistas semiestruturadas na perspectiva de análise de conteúdo de Bardin (2011). Os resultados obtidos demonstram as barreiras enfrentadas pelas escolas da Rede Municipal de Ensino de Grajaú/MA para garantir os processos pedagógicos durante a pandemia, entre elas destacam-se: a falta de conectividade nas escolas, de recursos tecnológicos acessíveis, de formação para o uso das TDIC na prática docente, de tecnologias assistivas que atendam todas as especificidades dos alunos com deficiência e de condições de acessibilidade em plataformas digitais. Por outro lado, as instituições de ensino buscaram por meio da entrega de material pedagógico impresso, dar continuidade as aulas aos alunos com deficiência durante o ensino remoto emergencial. No boço desse cenário, que afeta toda a educação brasileira, é importante destacar a necessidade  de formação continuada e de material pedagógico que auxiliem os professores a desenvolverem novas práticas pedagógicas voltadas para uma educação inclusiva, utilizando-se das TDIC e das Tecnologias Assistivas no processo de ensino e de aprendizagem de alunos com deficiência. Um produto educacional, fruto dessa pesquisa foi elaborado na forma de e-book, cujo título As Tecnologias Assistivas no Ensino da Educação Física: brincadeiras e jogos inclusivos, com propostas pedagógicas que venham a contribuírem no processo de ensino e de aprendizagem de alunos com deficiência.

The school inclusion of deaf people and the conditions of access to curricular components in sign language, through the performance of professional interpreter, are legally guaranteed. In addition to accessibility, inclusive schools need professionals to develop strategies that bring together deaf and hearing cultures, in dialogue with different contexts, including digital. The pedagogical experiences and the academic path, associated with readings on inclusive education of deaf people, teacher training and digital technologies fostered this study that investigates the following problem: How can Gamification contribute to the inclusion and multidisciplinary learning of deaf students? In this sense, the overall objective is to analyze the Gamification as an inclusive pedagogical strategy for deaf students. To achieve it, specific objectives were outlined, which are: Identify the knowledge about Gamification of teachers and interpreters of Brazilian Sign Language (LSB), in the field school of the study; promote dialogues and interventions, from the empirical observation and interviews with teachers and interpreters of LSB; investigate the Gamification strategies used by teachers, under the inclusive perspective; produce a free online course about Gamification in the process of teaching and learning of deaf people, aimed at teachers and interpreters of LSB. This research, qualitative in nature, is a case study (YIN, 2001) that used as instruments the observation and records in a logbook, according to the movements of attention in the cartographic method; bibliographic analysis and interviews with the faculty. The data obtained were analyzed from the theoretical framework that guides this study, based on authors who deal with Gamification in educational context; school education of the deaf and digital inclusion. As results, it was possible to observe that teachers had a conceptual appropriation about Gamification and the expansion of knowledge about educational inclusion of deaf people, after the training moments. Moreover, it was understood that the gamified pedagogical practices carried out at school instigated collaborative learning and, therefore, expanded the possibilities of inclusion and learning. However, it was found that aspects such as linguistic fluency in Libras and Portuguese, knowledge of deaf cultural artifacts and little technological and digital structure hindered the process of gamification, with inclusive perspective, in some moments, but will stimulate future research on this theme. From the observations, interviews and suggestions from teachers and interpreters, the educational product of this research was built, which is a free online course on Gamification and deaf school education, entitled "Gamification in the Inclusive Teaching of the Deaf", set on the platform of open courses of the State University of Maranhão, in order to offer teachers and interpreters of LSB a theoretical and practical training on Gamification and in the process of teaching and learning of deaf people, in the inclusive perspective.

In this qualitative study, we focus on the problem of pedagogical practices developed in the education of the deaf, based on the valorization of linguistic diversity. We focused the study at the Centro de Ensino Doutor Getúlio Vargas, in the city of Monção, MA, where deaf students were enrolled in high school, in the years 2020 and 2021. The objective was to analyze the pedagogical practices carried out in the education of the deaf in the final grades. of basic education for the elaboration of an inclusive pedagogical proposal. In this way, we were interested in investigating: 1) how the pedagogical practices developed by teachers are being carried out in order to address the needs of all students; 2) if the proposed curriculum has undergone the necessary adaptations so that it can be accessed by deaf students; 3) the difficulties that teachers have faced in the education of the deaf. Understanding that the school must promote the socialization and learning of this public, the present research aimed to answer the following question: how has the schooling of deaf students in the final grades of Basic Education been carried out? We reflect on issues related to policy for the education of the deaf and the inclusion of this audience in the educational process, having as references the research of Mazzota (2005), Dorziat (2009), Sardagna (2007), Lopes (2014), Quadros (2000) and others. With regard to the methodology used, this work is characterized as an action research, as it intends to develop a research that goes beyond the quantification of data, but seeks to understand the aspects and subjects involved, intervening in the process in order to contribute to its improvement. As a tool for data collection, we used semi-structured interviews, recorded, with teachers working in the regular classroom and the instructor and interpreter teacher of the Brazilian Sign Language - Libras. The analysis of the research data is based on the dialogic and discursive
perspective of teaching and language, in Freire (1987), as he defends dialogue as an essential factor in the relationship between educator and student, which leads to an education based on respect for differences. and the physical and/or human characteristics of all those involved. Among the results obtained, we highlight that the pedagogical practices developed by the teachers were based on the listening perspective of teaching, as methodologies that do not address the needs of deaf students were prioritized; teachers' lack of knowledge of Libras makes it difficult for students to learn; the lack of elaboration of a collaborative teaching plan makes cooperation in educational work unfeasible and prevents the sharing of strategies that enhance learning. Thus, these results point to the need to build a pedagogical praxis based on diversity and human appreciation, which requires continuous training of educators with a view to including all those who make up the educational process.

This study aimed to analyze the formative path of the continuing education of teachers at the Municipal School of Early Childhood Education in Picos-Piauí, within the scope of Inclusive Education, as a trend in current works. This research is characterized by an exploratory and descriptive qualitative approach. The research was developed in person, with the collaboration of six teachers from the municipal public network of Picos-PI, who agreed to participate in the research. The data were elaborated through a questionnaire and interviews with objective and subjective questions, seeking to know the conception about the continuing education of teachers from the perspective of Inclusive Education. Based on the information available and the investigation on continuing teacher education as an inclusion practice, they motivated the planning of a product of this research, in order to develop an audiovisual resource in this research, based on the workshop made available to the collaborators, in order to contribute to teacher training and having the concept that continuing education is an instrument that helps in the inclusion process.

The objective of this research is to analyze how teachers from public high schools, in the city of São Luís - MA, have worked in their literacy practices, the discipline of Portuguese with their Deaf students. Thus, in order to understand how these practices are developed, in the context of Inclusive Education for the Deaf, research with a Qualitative approach, of the Descriptive and Exploratory type, is used. The locus of the research is a school in the state education network of São Luís - MA, in a class of the 2nd Year of High School, which has Deaf students enrolled and, as participants in the research, a teacher of the Portuguese Language subject, from the Sala de Multifunctional Resources and the Sign Language Translator / Interpreter. Data production was done through Semi-structured Interviews via Google Meet, later analyzed based on Content Analysis. The educational product is a Pedagogical Notebook in ebook format, which can help teacher training by proposing possibilities for innovative practices aimed at the literacy of Deaf students in Portuguese in regular schools, in accordance with Collaborative Teaching (EC) and the Universal Design of Learning (DUA). When analyzing these categories constituted through the interviews, it was considered that: the use of the Brazilian Sign Language (Libras) at school is limited to the Resource Room teacher and the Libras Interpreter; there is an explanation of different types and textual genres, while the Portuguese Language teacher focuses on those specific to the 2nd Year of High School, the Resource Room teacher emphasizes those of daily use and need of Deaf students; students, in general, are not motivated to participate in reading and writing practices provided in the Portuguese language course; and there is no development of an EC and a DUA. In this perspective, we propose the need for new literacy practices aimed at the development of the Deaf student, for this purpose, the use of Libras, diversity of textual genres, accessible and active methodologies, for the development of heterogeneous practices stimulating engagement, diverse presentations of the content and actions and expression of knowledge by students, in accordance with the DUA approach. Thus, it is essential to promote an EC among the teachers involved in the literacy process in Portuguese.