EDUCAÇÃO INCLUSIVA NO BRASIL: AVANÇOS, DESAFIOS E PRÁTICAS PARA UMA ESCOLA PARA TODOS

Abstract

During our training to become Mathematics teachers, the inclusion of students with special needs became an important field of research for my work in elementary schools. Thus, this work investigates the relationship between legislation and its practice in elementary schools, taking into account the training of school agents and its physical structure, as a material and immaterial condition for the consolidation of the work of inclusion, which leads directly to the problem of our research, namely: What is the relationship between legislation, the theory of training and the practice of inclusion in a basic school in Goiânia? To conduct the research, we investigated the evolution of Brazilian legislation on the subject. We listed the main theoretical frameworks that support a methodological work of teaching and learning based on Vygotsky's historical-cultural theory. From this, the fieldwork was carried out in our daily practice, as an observer inserted in the day-to-day, as a pedagogical advisor of a school of the city government of this city. The analysis of this reality, based on the reference, still reveals many weaknesses that need to be overcome and that inclusion in this school is exclusive in the sense of conceptual formation, of acceptance of these children by their peers in the classroom, and requires better preparation of the individuals who are responsible for the care of these students. We point out the need for new studies on the subject, although we know that there are several, in the sense of social appreciation of these students, their teachers and pedagogical work involving students from the entire school. Furthermore, we indicate the need for the State to outline policies that aim to restructure the families of these students, providing information and knowledge about the importance of their support for the development of these students.