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At the size of school context, inclusive education brings important considerations requiring a rethinking of understandings and practices of the teaching-learning process aiming the course of socialization, cognitive, economic, cultural and psychosocial development of all individuals. By this perspective, this paper presents a fraction of research, which has investigated a teacher's teaching-learning conception and the pedagogical practices of her relation with a Down Syndrome child, included in a regular classroom. Through the use of the action-research methodology, and based on an ethnographic type case study, we searched, with the teacher, favorable procedures to enhance the student´s social, affective and cognitive development. By the means of new pedagogical practices introduced it was possible to record changes in the child´s behavior as well as in the subjective place that she occupied at school, as much as she acquired more visibility in face of her teacher and classmates, which, in turn, allowed her to engage and participate more in activities and independent actions. There were verified, however, ambiguities from the part of the teacher, who didn't always demonstrated belief in the student´s learning potential, in spite of acknowledging her progress. Several of her dilemmas can be traced to, among other aspects, the lack of specific formation to deal with intellectual handicapped students, as well as the homogenizing patterns of teaching, curriculum and evaluation.Este artigo apresenta um recorte de uma pesquisa que investigou a concepção de ensino-aprendizagem e as práticas pedagógicas de uma professora na relação com uma criança com Síndrome de Down, incluída em uma classe comum. Através da metodologia da pesquisa-ação, com base em um estudo de caso tipo etnográfico, buscamos, junto à professora, procedimentos favoráveis ao desenvolvimento social, afetivo e cognitivo da aluna. A partir das novas práticas pedagógicas introduzidas, foram evidenciadas, mudanças no comportamento e no lugar de sujeito na escola da menina, que passou a ter maior visibilidade perante a professora e os colegas, o que lhe possibilitou participação em atividades e ações mais independentes. Foram verificadas, entretanto, ambigüidades por parte da professora, que nem sempre demonstrava acreditar no potencial de aprendizagem da aluna, embora reconhecesse seu progresso. Muitos dos dilemas, vivenciados por esta docente, se devem, entre outros aspectos, à ausência de formação específica para lidar com alunos com deficiência intelectual, bem como aos padrões homogeneizadores de ensino, currículo e avaliação

Procedimentos favoráveis ao desenvolvimento de uma criança com Síndrome de Down numa classe comum