Inclusion is a central theme in current socio-political and scientific discourses, both nationally and internationally. In Portugal, since 2018, Decree-Law nº 54 puts into effect the commitment to inclusive education, in accordance with the definition of UNESCO (2009), as a process that aims to respond to the diversity of needs and potential of each student, through increasing everyone's participation in the learning processes and in the life of the school community. It also argues that at the center of pedagogical activity are the curriculum and student learning. In this sense, the present decree-law has as its central axis of orientation the need for each school/teacher to recognize the added value of the diversity of its students, finding ways to deal with this difference, adapting the teaching processes to the individual characteristics and conditions of each student, in order to ensure that they have access to the curriculum and learning, taking them to the limits of their potential.

Reynolds (2009, cit. by AEDEE, 2010) states that teachers' knowledge, beliefs and values are crucial for creating an effective learning environment for children, with teachers playing a central role in inclusion practices. Therefore, it is important to clarify that the paradigms of inclusive education and, consequently, of the inclusive school, advocate inclusive educational practices that, starting from human diversity as an added value and using methodologies of inclusive differentiation and cooperative learning, can generate success for all through the success of each one, thus moving towards the emergence of a new school paradigm (Sanches & Teodoro, 2007).

It is current evidence that pedagogical or curricular models in education constitute an important support for teachers to intentionalize their practices, contextualize their action and even reflect on it and in it. And, in this way, they are essential for defining the great educational purposes, their objectives and the means to achieve them (Formosinho, 2013).

In short, the adoption of a pedagogical model by teachers translates into a framework of values that guides pedagogical action and which, contemplating an inclusive matrix, can contribute to the promotion of inclusion.

In this communication we intend to reflect on the contributions of the implementation of the Pedagogical Model of the Modern School Movement (MEM) in pre-school education, for the promotion of skills that reinforce inclusion and for the creation of a school culture where everyone finds opportunities to learn and the conditions to fully realize themselves, responding to the needs of each student, valuing diversity and promoting equity and non-discrimination in access to the curriculum.

We will present the results of an investigation carried out within the scope of a master's course, intending to reconstruct the pedagogical practices and cultures of this Movement through its daily, weekly and monthly materialities that contribute decisively to the process of pedagogical differentiation. Methodologically, this study has a qualitative nature and a descriptive and exploratory nature. The sample was carefully chosen in order to ensure that teachers implemented the MEM with the greatest fidelity to its assumptions. For data collection, the survey technique was used and a questionnaire was used as an instrument, based on the book by Booth & Ainscow (2002) entitled Index for Inclusion. This work is one of the most relevant works carried out in the area of inclusive education, with a view to promoting quality inclusive educational contexts. The collected data were subject to statistical treatment, using the non-parametric Chi-square test.

Through this study, we concluded that kindergarten teachers who implement the MEM defend a school typology, which values diversity, which intrinsically promotes participation, as a guide for the educational path, where each one, children and adults, has a role to play, responsibilities to be assumed and decisions to be taken, with the ultimate goal of achieving educational success for all students. Likewise, their daily pedagogical practice is governed by the assumption of democratic citizenship actively participating in structures of educational cooperation, where the centrality of each child and the diversity of the group are reflected in the organization of time, space, materials and activities learnings. It was found that in the pedagogical daily life of the MEM classrooms, the driving aspect of activities, projects and learning lies in the particularities of each student. We value the heterogeneity and diversity of what each person brings with them and what makes them unique – experiences, experiences, knowledge, skills and culture. There are several practices that confirm this: learning through projects, piloting instruments, educational cooperation advice, “plan of the day”, “I want to show, tell or write”, among others. In summary, the use of MEM in educational work is an added value for the implementation of Decree-Law nº 54/2018, as it contributes to an inclusive school where each and every student, regardless of their personal and social situation, finds answers that enable them to acquire a level of education and training that facilitate their full social inclusion.

European Agency for the Development of Special Education (2009). Key principles for promoting quality in inclusive education – Recommendations for policy makers. Denmark: European Agency for Development in Special Needs Education. European Agency for the Development of Special Education (2010). Teacher education for inclusion – International literature review, Odense: Author. https://www.european-agency.org/agency-projects/Teacher-Education-for-Inclusion/teacher-education-web-files/TE4I-Literature-Review.pdf Folque, A. (2012). Learning to learn in preschool: The pedagogical model of the Modern School Movement. Lisbon: Calouste Gulbenkian Foundation. Formosinho, J. (2013). Preface. In J. Oliveira Formosinho (Org.) Curricular Models for Early Childhood Education (4th edition) (pp. 9-24). Harbor. Porto Publisher. González, P. (2002). The Modern School Movement – A cooperative journey in the construction of the teaching profession and in the development of school pedagogy. Porto: Porto Editora. Nice, S. (1996). Special educational needs: From exclusion to inclusion in regular schools. Innovation, 9 (1 and 2),139-149. Nice, S. (1998). Special educational needs: from exclusion to inclusion in regular schools. Innovation, vol.9, (1 and 2), pp. 139-149. Nice, S. (2000). Educational cooperation in the differentiation of learning work. In A. Estrela & I. Ferreira (Eds.). Proceedings of the IX Colloquium Portuguese Section of AFIRSE/AIPELF. Lisbon: University of Lisbon. Nice, S. (2004). The action of pedagogical differentiation in curriculum management. Modern School, 21 (5th series), 64-69. Nice, S. (2007). Pedagogical practices against school exclusion in the Modern School Movement. Modern School, 30 (5th grade), 38-44. Nice, S. (2008). Pedagogical practices against school exclusion in the Modern School Movement. Modern School, 31 (5th grade) 38-44. Sanches, I. & Teodoro, A. (2007). Searching for indicators of inclusive education: Teachers' practices of educational support. Portuguese Journal of Education, 20 (2),105-149.