The Teacher’s Role in the Face of Students’ Diversities and Singularities Experienced in the Classroom

Abstract

Objectives: This article aims to promote reflections on diversity in the classroom, a phenomenon that has intensified in recent decades. Thus, it sought to analyze some of the diversities present in the school environment, as well as to understand how institutions and teachers have acted in the face of this scenario and the need for student inclusion.

Methods: The scientific method adopted in this article was bibliographic research, associated with a literature review. The aim was to validate and enrich the reflections presented, supported by a broad selection of scientific and academic works. In this way, knowledge, questions, and positions of various authors on the theme of diversity and inclusion in schools are presented.

Conclusions: Based on the facts presented, it can be stated that the classroom has become a less hegemonic and more diverse environment. In this context, schools must be prepared to deal with the differences among students. Furthermore, it is essential that teachers be trained to act in an integrative manner, adopting methodologies appropriate to each situation, and that families also fulfill their educational role.

Theoretical Contributions: To understand some of the aspects of diversity that students may manifest in the classroom and to investigate the phenomenon of inclusion in the school environment. From this perspective, the study seeks to explore the repercussions of diversity in the educational context, point out ways to ensure respect for differences, and indicate necessary actions to promote proper inclusion.