O processo de inclusão de alunos com déficit cognitivo nos anos iniciais do ensino fundamental

Abstract

The school has the leading role, develop the potential of their students, encouraging the sense critical, social responsability, the exercise of citizenship and thequalificationfor the job, linked to freedom andhuman solidarity. Currently to achieve these goals,there are some necessary changes in the school and in education. This researchhas the goal of field examine the reality school, seeking to understand how the teachers are working and living inclusive education, which guaranteesthe right to access and permanence of all students, including those with special needs in regular classes of common schools. The questions aremany and give them held to be a semistructured interview ( Annex roadmap) with two teachers ( X e Y ) of a school of the outskirts of São Borja/ RS. But the daily practice not always consistent with the theory, or the knowledge acquired in school life, should be associated with the design of a educatio sector, which provides the autonomy and the desalienação, but the educators, are difficulties in the implementation of teaching practices, do not have support of specialized professionals. The inclusion of all school subjects wil be effective only when there is engagement and the participation of the entire community into school ( parents, students, teachers, management and employees). To better understand the dynamics ofthe society in which the student lives, it may see itself as an active, with the ability to make a model of society more just and solidarity.