2024-01-042024-01-042023-02-27SILVA, Wéllida Martins. Percepções de mediadores pedagógicos acerca de um projeto de educação inclusiva em uma instituição federal de educação básica de Goiás. 2023. 67 f. Trabalho de Conclusão de Curso (Licenciatura em Pedagogia)- Faculdade de Educação, Universidade Federal de Goiás, Goiânia, 2023.http://repositorio.bc.ufg.br//handle/ri/24012This research comprises a case study developed with pedagogical mediators of inclusion in an inclusive education project in a federal institution of basic education in Goiás, with the general objective of presenting and understanding, from the perspective of these mediators, the processes of inclusion (or exclusion), experienced by students who have Specific Educational Needs (SEN). To achieve this objective, a qualitative and exploratory research was used through the application of a questionnaire structured by Google Forms, which was sent to the subjects of this research and, later, the results were transcribed in their entirety and analyzed. For this analysis, the propositions enunciated by Vigotski (2001; 2003; 2004; 2006; 2007; 2008) were chosen as a theoretical reference, which pointed out above all the possibilities of learning for students with disabilities, and who attributes enormous importance to the cultural dimension , social and the role of mediation for human relationships, which also indicates the relevance of signs through the role of the other and, mainly, the interactions for the learning of the student who has a disability. As a result, the importance of projects that contemplate SEN students, in a holistic way, considering their specificities, but also betting on their potentialities, is highlighted. Furthermore, it highlights how relevant and significant these mediators are in these centers so that interactions, knowledge and development are enhanced to achieve true inclusion that encompasses all human diversityporAttribution-NonCommercial-NoDerivatives 4.0 InternationalMediaçãoInteraçãoDeficiênciaEducação inclusivaMediationInteractionDeficiencyInclusive educationTCC