Abstract:
This work aims to go closer to the impositions of the insertion of children with psychological pathologies in the regular public schools of the city of Sousa in the state of Paraíba. The aim was to critically analyze the fulfillment of full education by analyzing the effectiveness of national policies for the educational inclusion of children with mental disorders, in accordance with Law 10.216 / 2001 and in accordance with the recommendations contained in the Declaration of Salamanca, 1994. of the research objective was applied through interviews with semistructured scripts, corresponding to a qualitative field research of an exploratory nature, and the answers analyzed through the dialectical critique of Marxism. The interviews were carried out in schools of the city of Sousa-PB, and Secretary of Education, aimed at professionals with training in pedagogy and psychology. The work is focused on analyzing the state's commitment to inclusive education, which on several occasions does not provide training for teachers, and the challenges faced by professionals who end up reinforcing the discourse of state responsibility given the idea that what has already been developed has already solved the problem of the adequate insertion of these children, a critical analysis was made of the insertion of these children, who often because of the lack of commitment on the part of their family, of the apparatus of other organs that allows them a treatment agreed with the school, finds many difficulties in the their path, but that between struggles and obstacles there are advances in the inclusive education of the city of Sousa-PB.
