Resumo:
This study aims to analyze inclusive pedagogical practices developed in the early grades of elementary school, from the perspective of teachers working with students in the Special Education target group at a municipal public school in Salvador, Bahia. The research, which uses a qualitative and descriptive approach, combines a literature review with a case study, using legal documents and authors in the field of
school inclusion as theoretical frameworks. Data collection was conducted through a digital questionnaire administered to nine teachers, aiming to understand their experiences, perceptions, and challenges in their professional lives. The results reveal significant weaknesses, such as the lack of specific and ongoing training, the limited coordination between regular education and Specialized Educational Services
(SEAs), and various institutional barriers. Despite the ethical and political commitment demonstrated by many teachers, these obstacles compromise the implementation of truly inclusive practices. It is concluded that the promotion of inclusive education requires not only the acceptance of diversity, but also the
strengthening of formative and structural policies that guarantee the right to education for all students, contributing to a more democratic, equitable and inclusive school.
