O PDI na escola de educação básica: avaliação diagnóstica e intervenção pedagógica para uma escola mais inclusiva pdi in the basic education school: diagnostic assessment and pedagogical intervention for a more inclusive school

Abstract

The interest in the subject of the research in question originated from the experiences lived in the Pedagogy Course, at the Institute of Human Sciences - ICH of the Federal University of Uberlândia - UFU at the Pontal Campus, which recognizes in its curriculum the importance of praxis (theory / reflection / practice) and provides students with the possibility of having contact with the empirical space, at the same time, as the theory has contact during the formation. We also highlight the experience in the Institutional Program with Teaching Initiation Scholarships - Pibid, in the Pedagogy - Management subproject, which was fundamental for the interest in this study. The overall objective was to learn about the Individual Development Plan (PDI) and its contribution to the development of diagnostic assessment, pedagogical intervention and interactions between educator / learner, in order to improve the teaching / learning process, in the perspective of greater educational inclusion in Basic Education schools in Ituiutaba-MG. For this endeavor, we used the bibliographic research in the construction of the theoretical framework and the consultation of documents such as legislation, the Pedagogical Political Project (PPP) and the PDI of a public school in Ituiutaba-MG. In the methodological ways we used the qualitative research and the bibliographic research designs, for the theoretical review and the documentary analysis from the consultation to the legislation and the school documents: Pedagogical Political Project (PPP) and Individual Development Plan (PDI). As we study the Individual Development Plan - PDI of the student and we find that this is an important instrument to be used by teachers to guide their work with students targeting special education, with a view to greater educational inclusion. Furthermore, we understand from research that the task of intervening to improve learning can be most successful through the IDP. A school that gives the opportunity to serve all students, within their needs, prioritizes progress in the teaching-learning process of the whole class and seeks to be much more inclusive, focusing on the democratization of knowledge.