Inclusão de alunos especiais no ensino: refletindo sobre as possibilidades e desafios do cotidiano

Abstract

This inquiry had like analysing main objective as it takes place to inclusion of special pupils in the teaching system, thinking about the means and daily challenges of the classroom, having as claim promotes a sensibilização and reflection for the professionals who work in the Basic Education, since in the contemporaneousness, the school inclusion is considered a public politics of basic education for the most democratic construction of a society, less selective and less prewitty. Since inquiry methodology adopted two different proceedings, however, interconnected scientifically. In the first moment there happened a descriptive bibliographical inquiry, what of character was composed by the analysis of works that board the inclusion such as: Spider (2004), Cross (2009), Fernandes (2003), Glat (2007), Mantoan (2005), Mazzotta (2005), Is Made sticky by Me, Saints and Kings (2012), It renders rose-colored et al., (2003), Renders rose-colored (2009), Sassaki (2005), among others, followed of an informations search in the database of the Ministry of Education about the policies of inclusion of the pupil with special educative necessity. In the second moment a field study happened with educators of a school of the public net of teaching of the local authority of Jacumã. The theoretical revision supplied with us the understanding that the school inclusion has been showing significant advancements, providing that the deficient could and to practise his right to the education in degree of equality to the individuals who do not present deficiency. For his time, the field work showed up that the educators face difficulties to deal with the special subject, and simultaneously, showed also that the subjects investigated already understand that every individual with deficiency must be included in the regular teaching room, the investigated subjects were well attended, besides, they recognize what need to improve his academic formation to become able of the integral support to take care of a pupil with deficiency. Treating specifically the educator / to, it understood that this one / her professional as mediator of the process teaching-apprenticeship, is the main agent who must propose changes in the educative space while developing a pedagogic work that is really effective in the acceptance of the difference in classrooms.