Unrestricted inclusive education and a case study in school practice

• Autor(a) principal: Castro, Daniela dos Santos Borges
• Data de Publicação: 2023
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Cadernos do FNDE
• Texto Completo: https://www.fnde.gov.br/publicacoes/index.php/cadernosFNDE/article/view/31
• topic: Educação Inclusiva Irrestrita; Diferenças; Diversidade; Unrestricted Inclusive Education; Differences; Diversity

Inclusive education is currently a widely discussed subject in educators' meetings. However, there is a perceived lack of relationship between theory, which has been widely studied, and pedagogical practice. However, this present study intends to go beyond, elucidating what is, in fact, Unrestricted Inclusive Education, aiming at a significant improvement in the teaching/learning process, guaranteeing to all students, in an unrestricted way, school permanence and success. To this end, the appreciation of differences in school spaces as a whole becomes, in this way, one of the most prominent opportunities for the development of learning/skills. However, in school practice, we propose, from the theoretical assumptions of this article, to analyze aspects related to the theme in question in the environment of basic education, more precisely, in the School Class 02 of Riacho Fundo I, making comparative analysis with the special educational legislation described throughout the article developed here, in order to verify how this school institution has implemented in practice inclusive education so to speak unrestricted. It is, then, an attempt to answer the problem in question: What is the reality of everyday school life that is under the influence of special educational legislation from the perspective of Inclusive Education? However, this article points to a school that does not have an adequate infrastructure to serve the public of Special Education and also denotes a team of education professionals who have received some continuing education from the State Department of Education of the Federal District and who are developing as best they can their school work and planning as much as possible.