DO ESPAÇO AO LUGAR, DA INTEGRAÇÃO À INCLUSÃO: TOPOFILIA E PRÁTICAS PEDAGÓGICAS MULTIDISCIPLINARES NA ESCOLA ESTADUAL REPÚBLICA, RJ

Abstract

This article analyzes how the concepts of space, place, and topophilia, proposed by geographer Yi-Fu Tuan, can contribute to the interpretation of inclusive and multidisciplinary pedagogical practices in a public school. The research approaches inclusion as a process of expanding participation, reducing barriers to learning, and fostering a sense of belonging, linking this process to the affective, sensory, and relational aspects of the school experience. The research is characterized as a qualitative, descriptive-interpretive study conducted at the República State Elementary School, in the Quintino Bocaiúva neighborhood (Rio de Janeiro, RJ). Sixteen teachers from different curricular areas and educational roles who work daily with students with Autism Spectrum Disorder (ASD) participated in the study. Data were collected using a semi-structured, self-administered written questionnaire and analyzed using content analysis procedures. The results point to a disconnect between the recognition of inclusion as a normative principle and its implementation in everyday pedagogical practices, which remain, in part, dependent on individual initiatives and interventions. The data also suggest that practices such as organizing routines, pedagogical mediation, attention to the environment, and expanding opportunities for participation can strengthen students’ sense of belonging to the school. Based on the data analysis, we propose the concept of inclusive topophilia as an analytical category for interpreting the affective, sensory, and relational bonds formed through practices that promote participation, recognition, and a sense of belonging. Thus, the relationship between the school environment and inclusion constitutes an important dimension for the analysis of pedagogical practices and for teacher education.