The presence of students with disabilities in the Regular Educational System: myths, stigms and prejudices

• Autor(a) principal: Guimarâes, Dalila Viana
• Data de Publicação: 2021
• Outros Autores: Quixabeira, Alderise Pereira, Araújo, Barbara Carvalho, Ferreira , Ruhena Kelber Abrão
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Eletrônica Pesquiseduca
• Texto Completo: https://periodicos.unisantos.br/pesquiseduca/article/view/1041
• topic: Ensino Regular. Deficiência. Educação Especial.; Educação; Deficiência; Estigmas

Currently, the main challenge of regular schools is to promote stimuli and changes, as well as to break down paradigms and prejudice about the school's social and teaching principles that express the possibility of rethinking teaching practices. For the development of this work, we seek to answer the following question: How are students with disabilities who attend regular educational institutions welcomed, seen and treated? Therefore, the main objective of this work is to understand how the process of including students with special needs in the regular educational system develops, having a public institution in the Municipality of Miracema do Tocantins as reference. The methods of field research and qualitative approach were used for this research. Data collection took place in 2017, with a total of 16 observations. Participant observation was used as a data collection procedure. Data analysis started after the completion of the field research. Based on the data obtained, it can be seen that, through this study, it was possible to analyze the inclusion policy and its reflexes in the processes of socialization in teaching and the learning of students with special needs. An aspect of great relevance in this work was to verify that the inclusion of students with disabilities is possible, as long as it is very well structured and thought out, not just placing the student in the classroom. Thus, it is possible to conclude that, if we intend to postulate work from the perspective of school inclusion, it is necessary to provide support from specific knowledge in ??Special Education. Keywords: Regular Education. Deficiency. Special education.