The purpose of this study is to understand the role and importance of pedagogical
coordination in the teaching-learning process, from a work within an inclusive perspective in
the school environment, as well as to identify the actions developed by the pedagogical
coordination, together with the classroom teachers of multifunctional resources (SRM), aimed
at the inclusion of students with disabilities at the Presidente Costa e Silva School. In order to
obtain data that would serve as input, a research and intervention was conducted, which
resulted in this experience report, the result of an experience lived by the author as a
scholarship holder of the Institutional Program for Initiation to Teaching (PIBID) school,
where the actions of the pedagogical coordination and the teachers of the multifunctional
resource room (SRM) were monitored. Thus, according to the literature of the area and with
observation period at the Costa e Silva School, the results showed that the role of pedagogical
coordination and its importance for the development of a work within an inclusive perspective
is to provide an environment of learning based on the formulation of pedagogical
interventions that value respect and encourage the deconstruction of prejudices. Finally, the
report showed that there is in the said school the development of training actions to teachers
and students on the theme of inclusion, such as workshops and lectures, but that due to
diverse factors, internal and external, these are still small actions, making clear that in order to
promote inclusion in schools, it is not enough to formulate formations or carry out reforms,
but it involves a set of actions and factors, individual and collective, that influence in this
process, and without proper governmental and social support there is no way to fully develop
a work of inclusion.
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