Saberes e práticas da inclusão na educação escolar

Abstract

This research has as an object of discourse inclusive education as a perspective of social change and ensuring the effectiveness of the educational rights of students. The main idea of the work is based on analysis of knowledge and practices developed in the early years of elementary school to school inclusion of students with special needs. The research was conducted with teachers working in elementary school classrooms in the Brejo do Cruz-PB. For this, we employed a methodological approach of qualitative exploratory, these lecturers experienced in everyday life. The production of the information contained in the research issues through educational, professional and social. Its importance lies in the revelation of the discourse of educational inclusion as a guarantee of rights of special children, teaching practice and knowledge of teachers, since people with special needs need to ensure the enforcement of his rights, as well as on the acquisition of knowledge contributing to a better quality of life in the future of the subjects involved in the research. It was found that the school inclusion contributes both to educators who need training, changing practices and new knowledge, and for children who have rights that must be respected and enforced without distinction. In conclusion, adding yet happens in its entirety in educational institutions, and for that to happen, we need qualified teachers, specialized and continuing education continuing to be prepared for the reality they face daily in the classroom creating working mechanism with theoretical and pedagogical actions effective and inclusive.