INCLUSÃO ESCOLAR: UMA REFLEXÃO NECESSÁRIA

Abstract

This  paper aims to describe the legal and historical aspects of Special Education in Brazil from the perspective of Inclusive Education, as well as to conceptualize the term inclusion and aspects of its trajectory, with an analysis and reflection on the advances and obstacles existing both in regular school and in special education school.  The methodology was bibliographic in nature, but the data collection, carried out from secondary sources and based on the legal aspects of Inclusive Education in Brazil, resulted in exploratory research that sought to describe the knowledge to be investigated. A survey of the advances and obstacles was carried out through a questionnaire with objective and essay questions, based on the discourse of regular schools and special education schools. The result allowed us to verify that the legal advances place Brazil among the first world countries; however, the public policies implemented did not manage to break the physical, organizational, structural, pedagogical, communication, and attitudinal barriers. It was pointed out the need for continued education both in the special school institution as well as in the regular school. It was also highlighted that inclusion, despite bringing benefits, is still precarious in regular schools, and that its responsibility lies with the teacher and his/her sensitivity to the inclusion process, and not as a public education policy.

Keywords: Inclusion.  Integration. Regular school. Special school.