Classroom Management and School Inclusion: Pedagogical Practices for Social Sustainability in Basic Education

Jacqueline Alves dos Santos Guimarães; Claudia Megale Adametes

DOI: 10.22167/2675-6528-202603022

Article derived from a Final Course Work (TCC), with content based on the student’s original work and adapted to the editorial format of the E&S Magazine with the support of the ResumeAI tool, an artificial intelligence solution developed by the Pecege Institute for textual synthesis and organization.

Abstract

Classroom management is one of the pillars of teaching practice and plays a decisive role in building inclusive and socially sustainable school environments. The inclusion of students with disabilities and/or learning difficulties demands from the teacher not only pedagogical mastery but also sensitivity, planning, and commitment to equity. The objective was to identify classroom management practices that promote the inclusion of students with disabilities and/or learning difficulties in a municipal school in the interior of São Paulo. The research adopted a qualitative, exploratory approach, configured as a case study. The study included bibliographic research, document collection and analysis, application of Google Forms questionnaires to teachers, semi-structured interviews with school management, and direct observation of pedagogical practices in the classroom. The results indicated that school inclusion does not depend exclusively on normative documents, but is mainly realized in the pedagogical practices developed in the daily classroom routine. Classroom management, when guided by principles of equity, collaboration, and respect for diversity, constituted a central element for the promotion of social sustainability, contributing to the formation of critical, participatory, and conscious individuals.

Keywords: School diversity; Teaching and learning; Educational equity; Teacher mediation.

1. Introduction

Classroom management is configured as a central element of teaching practice and plays a decisive role in building inclusive and socially sustainable school environments. This management directly influences students’ engagement, retention, and success in the educational process. Social sustainability, as discussed by Lotito and Eltink (2023), is associated with guaranteeing dignified living conditions and promoting social justice, with education being one of the main pathways for its realization.

Pedagogical practices that do not consider students’ differences, learning difficulties, and social conditions can lead to disengagement and, in extreme cases, to school dropout. Such a scenario compromises the social function of the school. On the other hand, a planned, welcoming classroom management that is attentive to students’ needs, especially those with disabilities and/or learning difficulties, favors school retention.

This approach expands educational opportunities and contributes to the reduction of inequalities, strengthening social sustainability in the educational context (Lotito; Eltink, 2023). The inclusion of students with disabilities and/or learning difficulties demands from the teacher not only pedagogical mastery but also sensitivity, planning, and commitment to equity (Silva et al., 2025).

School inclusion, according to Mantoan (2003), must be understood as a continuous process of transforming pedagogical practices and school culture. The objective is to guarantee the right to education for all. From this perspective, Santoro Franco (2017) emphasizes that welcoming and active listening are fundamental dimensions of a critical pedagogy, capable of promoting the valorization of diversity and the collective construction of knowledge.

Participatory and collaborative management is a path to consolidate school inclusion, as defended by Silveira (2009). Tezani (2004) complements this by highlighting the importance of the articulation between management and teaching practice for the effective construction of an inclusive school. Planned, collaborative, and difference-sensitive classroom management favors inclusion, improves student engagement, and contributes to school retention and success, promoting social sustainability in the educational context.

The theme of classroom management and school inclusion is of great personal, professional, and academic relevance. It reflects the daily challenges experienced in the pursuit of pedagogical practices that welcome differences and promote the learning of all. Based on the foregoing, the objective was to identify classroom management practices that promote the inclusion of students with disabilities and/or learning difficulties in a municipal school in the interior of São Paulo.

2. Material and Methods

The research adopted a qualitative, exploratory approach, configuring itself as a case study. The objective was to identify classroom management practices that promote the inclusion of students with disabilities and/or learning difficulties. The field investigation was carried out in a Municipal School located in the rural area of the municipality of São Miguel Arcanjo, in the interior of São Paulo. The choice of the institution was justified by its specific educational context, marked by challenges related to student diversity and daily pedagogical practices.

The unit of analysis consisted of classroom management practices and pedagogical strategies focused on inclusion. The institution serves 120 students, aged between 4 and 15 years, distributed across Early Childhood Education and Elementary School. The school’s professional staff is composed of 12 teachers, 1 pedagogical coordinator, 1 director, and 5 support staff. The pedagogical organization includes 8 classes, including multi-grade Early Childhood Education and Elementary School (Early and Late Years) also in multi-grade classes.

Regarding inclusive education, the institution served 6 students who are the target audience for inclusive education, distributed across different educational stages. For data collection, 7 regular teachers from Middle School II participated, 1 of whom taught Portuguese Language and 1 taught Mathematics, both working in the observed seventh and ninth-grade classes. Also participating were 1 member of the school administration, in the figure of the principal, 1 Portuguese Language teacher, and 1 Mathematics teacher, the latter two for the semi-structured interviews.

The selection criteria for participating teachers included performance in Middle School (grades 6-9), teaching experience in Portuguese Language or Mathematics, direct experience with students with disabilities and/or learning difficulties, and availability for voluntary participation. The classrooms for observation were selected based on the presence of students with disabilities and/or learning difficulties, the direct involvement of the main teacher in the mentioned subjects, and the possibility of observing different classroom management strategies.

The research comprised several stages, starting with a literature review on classroom management, school inclusion, and social sustainability. Subsequently, contact was made and institutional consent was requested from the school, by presenting the Research Project to the administration. Contact with the selected participants occurred after the presentation and signing of the Free and Informed Consent Term (TCLE), as per Annex 1, ensuring the anonymity, secrecy, and confidentiality of the collected information, for exclusive use for academic purposes.

The survey and documentary analysis constituted a fundamental stage. The school’s Political-Pedagogical Project (PPP), the School Coexistence Rules, and pedagogical records were analyzed. The records included general class reports, individual student reports for the fourth bimestre of 2025, and Individualized Education Plans (IEPs). The analysis of the PPP was based on Veiga’s (2008) conception, while the analysis of the School Coexistence Rules was based on Libâneo (2004). The IEPs were analyzed from the perspective of formative assessment by Luckesi (2011).

Direct observation of pedagogical practices in the classroom was carried out, totaling eight observations in seventh and ninth-grade classes of Ensino Fundamental II. There were four observations in Portuguese Language classes and four in Mathematics classes, with two classes of each subject observed per grade level. This methodological strategy allowed for the understanding of pedagogical practices and interactions in the school environment in their natural context, enabling direct analysis of classroom management, according to Minayo (2009) and Perrenoud (2000).

Questionnaires were applied to teachers of the final years of Elementary School through Google Forms, containing closed and open questions (Annex 3). In-person semi-structured interviews were conducted with teachers of Portuguese Language and Mathematics, and with a member of the management team (principal), using a script of open questions (Annex 2). The interviews were used because they allowed for greater flexibility and depth in information collection, according to Minayo (2009). The questionnaire data were tabulated, and the open-ended responses from the interviews were transcribed in full.

The collected data were organized, analyzed, and interpreted in light of the adopted theoretical framework. The analysis was guided by previously defined categories, constructed from the research objectives and the theoretical framework. The categories included inclusive classroom management, inclusive pedagogical practices, challenges of school inclusion, and social sustainability in the school environment. The combined use of data collection instruments allowed for data triangulation, contributing to greater consistency and depth of analysis.

3. Results and Discussion

The research results allowed for an in-depth understanding of classroom management practices and their relationship with school inclusion and social sustainability, as proposed by the study’s objective. The analysis was structured based on documentary research, classroom observations, interviews with management and teachers, and questionnaires applied to teachers. The findings were interpreted in light of the theoretical framework, seeking to identify how the municipal school in question addresses diversity and promotes an equitable educational environment. It was found that school inclusion transcends mere regulatory compliance, manifesting primarily in daily pedagogical actions.

Initially, the documentary analysis of the Political-Pedagogical Project (PPP), in effect from 2025 to 2028, revealed an alignment with current educational legislation, the National Common Curricular Base (BNCC), the Paulista Curriculum, and the UN’s 2030 Agenda. The document expresses an institutional commitment to values such as equity, inclusion, social justice, respect for diversity, and student leadership, dialoguing with Sustainable Development Goal 4. However, it was observed that the PPP presents predominantly general and conceptual descriptions, with a low level of operational detail for concrete classroom management practices focused on inclusion, as pointed out by Caria (2011).

Despite mentions of flexible organization of spaces, pedagogical adaptations, diversified teaching strategies, continuous and formative assessment, and encouragement of collaborative work, the document lacks systematization of specific methodologies or protocols for students with disabilities and/or learning difficulties. This weakness in the explicit statement of concrete actions shows a disconnect between institutional discourse and its pedagogical operationalization. The School Regulations, in turn, present a consistent normative base, aligned with the legal principles of inclusive education and democratic management, but also do not describe specific pedagogical practices or differentiated active methodologies for diversity, attributing the responsibility for inclusion to the teacher without practical detail.

The School Coexistence Rules, analyzed in light of Libâneo (2004) and Veiga (2008), showed a predominantly normative and disciplinary character, focusing on the organization and maintenance of order. Although elements such as collective coexistence, shared responsibility, and mutual respect indirectly dialogue with social sustainability, there is no direct articulation with inclusive pedagogical practices in the classroom. Mantoan (2003) and Perrenoud (2000) advocate for overcoming standardized practices and pedagogical differentiation to meet specific educational needs, which reinforces the gap identified in the school’s institutional documents.

Direct observations in 7th and 9th grade classrooms of Elementary School II, in Portuguese Language and Mathematics subjects, revealed that teachers seek to organize the space functionally, establish clear routines, and promote student participation. In classes with students with disabilities and/or learning difficulties, strategies of pedagogical mediation, individualized explanations, adaptation of activity pace, and continuous support were identified. Interactions between teachers and students demonstrated welcoming and listening, although limited by the high number of students and reduced pedagogical time, evidencing teachers’ efforts to promote the permanence and participation of students in the inclusion process, even in the face of structural challenges, according to Perrenoud (2000).

The analysis of the general class reports and the individual reports from the 4th bimester of 2025 deepened the understanding of inclusive pedagogical practices. These records, considered important instruments for monitoring the teaching-learning process by Libâneo (2004), indicated good pedagogical performance and satisfactory participation from the majority of students. However, it was observed that students diagnosed with Autism Spectrum Disorder (ASD) require pedagogical mediation, curricular adaptations, and systematic monitoring, which highlights the importance of flexible pedagogical practices to ensure the participation and learning of all, according to Mantoan (2003).

The Individualized Education Plan (IEP) is a pedagogical instrument specific to students with special needs, recording information about skills, content, methodology, resources, and assessment methods. The analysis of the IEP revealed that students requiring continuous support, especially those with special needs, often cannot fully encompass all the skills planned for the school year. Performance may vary according to the characteristics of the neurodevelopmental disorder, with some students showing greater autonomy in certain skills. These documents, analyzed from the perspective of Luckesi’s (2011) formative assessment, allowed for the identification of pedagogical referrals and curricular adaptations, demonstrating the school’s commitment to inclusive education and social sustainability, according to Gadotti (2009).

The semi-structured interviews with the school manager and the Portuguese Language and Mathematics teachers, along with the questionnaires, revealed conceptions aligned with the principles of inclusive education. The manager understands inclusion as a fundamental right that guarantees access, retention, and meaningful learning, in line with Mantoan (2003) and Sassaki (2010). She acknowledges advances in the recognition of diversity but points out challenges such as the need for teacher training and adequate pedagogical resources. The manager acts as a mediator, guiding teachers and promoting individualized follow-up actions, using curriculum flexibility, diversified resources, and collective planning, practices that dialogue with Vygotsky (1991) and Saviani (2011).

The Portuguese Language teacher, with over 25 years of experience, also understands inclusive education as everyone’s right to learn, respecting differences and paces, and emphasizes participation and quality learning, according to Mantoan (2003) and Sassaki (2010). She perceives advances in teacher awareness but highlights the need for individualized support and the insufficiency of resources. Her practices include shared reading, guided text production, differentiated activities, and content adaptation, seeking a welcoming environment and continuous support, aligned with Vygotsky’s (1991) pedagogical mediation.

The Mathematics professor, with five years of experience, understands inclusive education as a principle based on diversity, where the school should be a space for joint learning, respecting differences and potentialities, in line with Mantoan (2003) and Sassaki (2010). He recognizes students’ difficulties in carrying out activities and the need for more mediated pedagogical practices, according to Vygotsky (1991). His strategies include adapted activities, group development, and assessments that relate to students’ interests, seeking to bring the content closer to the student’s interest to foster engagement.

Both professors and the manager agree that inclusive practices promote respect, empathy, and cooperation, contributing to the construction of more humanized social relations and to the formation of more conscious, critical, and respectful citizens, according to Freire (1987) and UNESCO guidelines. However, all participants point out recurring challenges, such as lack of resources, large class sizes, the need for continuous training, and the difficulty in individually attending to all students, which is widely discussed in the literature by Mantoan (2003) and Sassaki (2010).

The questionnaires applied to teachers revealed that, of the seven participants, two work in Elementary School I and all work in Elementary School II, indicating a predominance of activity in the final years. Regarding length of service, the majority of teachers, 57.1%, have more than 20 years of experience, while 28.6% have between 11 and 20 years and 14.3% have less than 5 years. This profile of experienced teachers, according to Tardif (2014), suggests a significant repertoire of strategies, but also the need for constant pedagogical updating.

A relevant fact is that 57.1% of teachers do not have training or courses in the area of Inclusive Education, while 42.9% claim to have some type of training. This gap is significant, especially because 100% of the participating teachers state that they have already worked or currently work with students with disabilities and/or learning difficulties. This contradiction, between practical experience and the lack of specific training, can generate insecurity and difficulties in pedagogical practice, as pointed out by Mantoan (2003) and Libâneo (2004).

The frequency of adaptation of pedagogical practices to meet the specific educational needs of students is high, with 57.1% of teachers stating that they always use these practices and 42.9% that they do so frequently. The most used strategies include adaptation of activities (85.7%), group or collaborative work (71.4%), differentiated assessments (57.1%), individualized mediation (57.1%), use of playful or concrete resources (57.1%), and use of educational technologies (57.1%). These practices demonstrate the recognition of the importance of diversity and the search for methodologies that favor interaction and adaptation to students’ needs, according to Libâneo (2004) and Mantoan (2003).

The classroom organization to foster the participation of all students, according to the teachers, involves the use of different strategies, such as group, pair, circle, and collaborative arrangements, including the “U” shape and semicircle formats. This predominance of methodologies that prioritize student interaction breaks with the traditional teacher-centered organization, promoting greater participation, dialogue, and exchange of experiences, which aligns with Vygotsky’s (1991) ideas on the social construction of knowledge and Mantoan’s (2003) perspective on the flexibility of spaces for inclusion.

Regarding the perception of inclusive practices contributing to a fairer and more democratic school environment, 71.4% of teachers believe that the contribution occurs only partially, while 28.6% affirm that it does. No one totally denied the importance of inclusion. This predominance of the “partially” response can be interpreted as a perception of the distance between discourse and practice, where structural limitations and insufficient training still prevent full justice, or as an unfinished process, according to Freire’s (1996) perspective on education as a political act and the school as a space for humanization.

Regarding social sustainability in school, 85.7% of participants consider that the inclusion of students with disabilities and/or learning difficulties promotes social sustainability only “partially”, and 14.3% believe that it does. This cautious perception, according to Freire (1967), reflects the critical awareness that social sustainability is not limited to the student’s physical presence, but to the quality of relationships and the promotion of an ethic of care. The school is on the right track, but has not yet reached the stage of a sustainable community where differences are seen as assets, not as problems.

Institutional support for inclusion was perceived as insufficient or partial by the majority of respondents, with 71.4% stating that the school offers only partial support, and 28.6% considering that there is effective support. No participant marked the option “no”, indicating that inclusive actions exist, but with limitations. This result reveals a gap between inclusion policy and its implementation, requiring structural transformations, continuous teacher training, and specialized pedagogical support, according to Mantoan (2003) and Sacristán (2000). The need for greater investment in continuing education and collaborative work is evident, as highlighted by Nóvoa (1992).

The main challenges faced in managing the inclusive classroom, according to teachers, include the lack of specific training, the difficulty of adapting content, overcrowded classes, and the need to serve students with different learning levels. These structural and pedagogical obstacles, according to Nóvoa (1992) and Sacristán (2000), impact the effectiveness of inclusion. To strengthen inclusive and sustainable practices, participants suggest continuous teacher training, multiprofessional support, improvement of structural conditions, teacher appreciation, curricular integration, and socio-emotional development, in line with the National Policy on Special Education (Brazil, 2008).

In summary, the research demonstrated that the municipal school in question, although aligned with the principles of inclusive education in its normative documents, faces challenges in operationalizing these guidelines. The pedagogical practices observed and reported by teachers, such as mediation, adaptation of activities, and individualized support, are crucial for inclusion and social sustainability. However, the perception of partial institutional support and the need for continuous training and resources highlight that inclusion is an ongoing process that demands collective commitment and structural and pedagogical investments to be fully consolidated.

4. Conclusion

The research aimed to identify classroom management practices that promote the inclusion of students with disabilities and/or learning difficulties in a municipal school in the interior of São Paulo. It was verified that school inclusion, although formally provided for in institutional documents such as the Political-Pedagogical Project and the School Regulations, is more significantly materialized in daily pedagogical practices. It was observed that teachers employ mediation strategies, activity adaptation, individualized explanations, and continuous support, seeking to organize space and routines to favor the participation of all. These actions, based on welcoming and listening, demonstrated the professionals’ commitment to the students’ learning and retention, showing that classroom management, when guided by principles of equity, collaboration, and respect for diversity, constitutes a central element for promoting social sustainability in the educational environment.

However, the study also revealed important challenges that limit the full realization of inclusion. A gap was identified between institutional discourse and its operationalization, the lack of specific training for most teachers in the area of inclusive education, the insufficiency of pedagogical resources, overcrowded classrooms, and the difficulty in individually meeting the diverse needs of students. Institutional support was perceived as partial, indicating the need for structural and pedagogical transformations. To strengthen inclusive practices and social sustainability, investment in continuous training for teachers, multiprofessional support, improvement of the school’s structural conditions, and valuing collaborative work are suggested. Such measures are crucial to consolidate a truly inclusive education, which articulates institutional guidelines with effective pedagogical practices.

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Article originating from the Final Course Work of the Specialization in Executive Leadership and Management of the MBA USP/Esalq

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