Caminhando para fora da exclusão social através da educação inclusiva.

Abstract

The School inclusion gained space in Brazilian education, especially after the year 1994, with the National Plan for Special Education, which attempts to break with backward thoughts, which departed ffom the "so-called normal", those "so-called special." This educational inclusion is still a means to promote social inclusion of people with disabilities. Before, this concem to include this in regular education room, and also in society, the disabled person, this monograph has as its main purpose, analyzing how inclusive education can generate social inclusion, as this change in the education scenario can promote to people with disabilities, an inclusive society. To accomplish this aim, texts such as the Declaration of Salamanca were analyzed, the National Policy on Special Education in the Perspective of Inclusive Education, part of Brazilian legislation, as laws and decrees, as well as oral history, interview with the president of the Association of Handicapped of Inga, Mr. Paulo Sérgio Flavio de Albuquerque, who is paraplegic. Using to analyze the sources, authors with Spider (2001, 2005), with the three paradigms that characterize stages in the history of Inclusive Education, Pozzo and Furini (2010), working on the concept of social exclusion, and Mota (2007) with the concept of social inclusion. The aim here is to understand how this educational inclusion, the result of the evolution of the discourse on disability, can be very important to promote social inclusion.