A educação inclusiva na perspectiva da efetivação de direitos: um olhar para o ensino de base na Escola Estadual Dom Moisés Coelho (Cajazeiras/PB).

Abstract

There is much debate in Brazil about inclusive education. This discussion takes a significant breath in the year 2008, when the National Policy on Special Education is launched in the perspective of Inclusive Education, focusing on the issue of inclusion in Brazilian schools. The education of people with disabilities has long been surrounded by many obstacles, namely the exclusion of these individuals, when we have the creation of specific institutes for the treatment and education of these people, without considering the importance of socialization and autonomy. And while progress is being made in this area, the disabled public still feels the difficulty in inclusion, given the lack of training for grassroots teachers who deal with these demands on a daily basis, teachers' own fear of working with this public, the precariousness of the public education system, emphasized by the absence of the physical structure of many school environments, the lack of professionals in the area of Specialized Educational Assistance, among others. In this sense, field research was carried out using instruments such as questionnaires, direct observation and documentary research. This research presents quantitative-qualitative character weaving analyzes from the historical-dialectical materialism, focuses on the challenges that the inclusion by the disabled public traveled and goes, with an approach and look at the public-based teaching in the State School of Elementary Education Bishop Moisés Coêlho, in the city of Cajazeiras-PB. In order to better understand the inclusion process, through the pedagogical bias, this research was based on legal bases and focused mainly on the discussions of Badaque (2015), Filgueira (2013), Mantoan (2006), among others.