Strategies for didactic-pedagogical school organization within the inclusive perspective

The aim is to analyze the possibilities of school didactic-pedagogical organization within an inclusive perspective, based on the structuring of a core of practices in a bilingual school. The article, qualitative, can be classified as an action research, as it reports through the experiences, the methodologies implemented in a field, including the description of the context and procedures, in addition to the procedural and summative evaluation methods, based on the CIPP model (Context, Input, Process and Product) by Stufflebeam (2000). The work consists of the analysis of 34 questionnaires, applied in electronic format with the professors, as well as the analysis of official documents of the institution. When we look at the results, it is possible to identify the importance of the didactic-pedagogical organization in an inclusive perspective, with the alignment of several integrated actions. In this way, the political-pedagogical project, the curriculum and teacher training are dialogically aligned with diversity, generating plural practices that are culturally sensitive to the pedagogy of diversity.