Challenges for the school inclusion of people with disabilities
AbstractThe advance of social inequalities in Brazil points to the need for society to organize itself and create responses to social exclusion. From this perspective, education can be configured as one of the ways to face social inequality. Public policies in education in Brazil are guided by the principle of inclusion, but people with disabilities face numerous barriers. This article aims to analyze the educational challenges that permeate the process of school inclusion of students with disabilities. This is a descriptive, observational, qualitative experience report. The experience in this research was developed in a public school in the city of Aracaju-SE-Brasil. From the reflection on the challenges imposed for the school inclusion of people with disabilities, some formulations were possible: the school needs to reorganize itself and constitute itself as a collective space; the State must prioritize essential policies, such as education, and guarantee its financing; collaborative work can be a tool for teacher training and action against exclusion; the family and the school need to strengthen the dialogue with society. Finally, it is possible to perceive that the fight for inclusive education must be aligned with the fight against the hegemonic policies proposed by capitalism.
Copyright (c) 2022 JOURNAL OF RESEARCH AND KNOWLEDGE SPREADING
This work is licensed under a Creative Commons Attribution 4.0 International License.