A DOCUMENTAÇÃO PEDAGÓGICA COMO ESTRATÉGIAS DE ACOMPANHAMENTO DO DESENVOLVIMENTO DA CRIANÇA INSERIDA NA EDUCAÇÃO ESPECIAL

Abstract

This article discusses Special Education from the perspective of school inclusion, emphasizing the understanding of Global Developmental Disorders (GDD) and the use of pedagogical documentation as a tool for visibility and transformation of educational practices. It seeks to analyze how schools can promote the autonomy and participation of children with disabilities, considering cognitive, affective, and social aspects that influence the learning process. The study addresses the historical and legal trajectory of Special Education in Brazil, highlighting the advances in publicpolicies and the challenges still present in consolidating the inclusive paradigm. The importance of pedagogical documentation as an instrument for recording, reflection, and planning is emphasized, capable of re-signifying the perspective on the student and strengthening the relationship between teachers, families, and multidisciplinary teams. The article also presents the Individualized Education Plan (IEP) of Morrinhos-GO, as an instrument for collaborative and effective inclusion practice, aligned with the guidelines of the National Common Curricular Base (BNCC). It is concluded that school inclusion demands an ethical and sensitive approach, based on listening, valuing individual differences, and linking theory and practice, so that all children can learn, develop, and fully participate in the educational environment.