O direito à inclusão nos anos iniciais do ensino fundamental: práticas e desafios

Abstract

Inclusive Education started to be discussed worldwide in 1990, with the World Conference on Education for All, held in Thailand. Participated in this conference 157 countries, including Brazil. Since then this is a recurring theme in the field of academic research. The present work has as its theme the Right to Inclusion in the initial years of Elementary Education: practices and challenges. From the question: How do the practices of inclusive education happen in the initial years of elementary school? We aim to discuss conceptual aspects of inclusive education, to reflect on the main difficulties faced by teachers in relation to educational inclusion, to identify attending strategies from the school to students with disabilities, and to discuss how inclusive education takes place in public and private schools. For theoretical foundation, we used the studies of Aranha (2001), Menezes (2008), Nascimento (2009), Rodrigues (2008), Sassaki (1997, 1998), among others. This is a descriptive, qualitative field research developed with 11 (eleven) teachers who work in public and private elementary schools in the city of Areia, state of Paraíba, in the early years. At the end of the research, we found that inclusion is still a very fragile practice, especially due to the lack of adequate spaces in the school and specific training for teachers. It is evident the need for further research and further study on the subject in the city of Areia-PB.