Inclusion has been a recurring theme, not only in education, but in all spheres of society, in which the world seeks to readjust in an understanding that these subjects should not be included only in the school environment. To put Inclusive Education into practice, fulfilling all its objectives, schools cannot be functioning under a traditional system, because in this way ideas would not be harmonic. The history of education is marked by the exclusion of people with special educational needs because its structure is based on the concept of normality, making the educational system unequal and excluding. Although legislation and public policy guidelines ensure the right of students with special educational needs, there are other factors that contribute to the failure to achieve full inclusive education. It is the agents of education and society itself who are not prepared to conform to the model of inclusive education, in which it is necessary to detach itself from its previous practices to follow the new orientations that determine to work with the diversity and the difference. There are many challenges faced by teachers who want an inclusive practice. However, they should be knowledgeable and contribute to the elimination of existing prejudice regarding special students. For this, it is necessary to deconstruct the way in which the society conceives the special students, labeling them of abnormal ones for not having attained what the society determined like normality.
|Translated title of the contribution||Public policies and inclusion as a pedagogical practice in Brazil|
|Number of pages||20|
|Journal||Revista Internacional de Ciências, Tecnologia e Sociedade|
|Publication status||Published - 30 Mar 2019|
- Public policies
- Inclusive school