As influências dos fatores distais e proximais no processo de inclusão escolar: um estudo de caso

Abstract

In the pertaining to school institutions, the inclusive paradigm considers the insertion, the permanence and the success of the pupil with educational necessities special. Initially, these proposals were gifts only in legal documents and the speeches of the universities and the researchers. Sut, later, the implementation of this proposal was attributed the regular schools to it. In the tram of problematic and difficulties that had appeared in this proposal of inclusive education this monographic article is enrolled. This, objective to analyze the influences of the distant and next factors in the pertaining to school inclusion of a pupil with deficiency cognition. For such, the contributions of Lev Semionovitch Vygotsky and Reuven Feuerstein are used. These theories support the research of qualitative matrix in which if it finds the case study. In this, one considered as subject main the involved pupil with deficiency cognition and as secondary citizens familiar and professionals with the child/adolescent. Still, the following instruments had been used: the analysis of referring documents to the deficiency cognition of the pupil and to the pertaining to school aspects (PoliticianPedagogical Project); the use of interviews halfstructuralized with familiar and the professionals. In a generalized manner, if it perceived that the distant factors influence in the cognition development of pupils with educational necessities special. Sut, as the used theories, the influences of the next factors are preponderant. In this way, it is understood urgency to understand the changes and advances in the mental processes of the pupils with deficiency cognition and to rescue the concepts of mediation and experiences of learning mediated in the families and the schools. Moreover, one becomes important to promote the formation of the professionals, the change in practical pedagogical and the overcoming of the existing processes of exclusion inside of the proper pertaining to school institutions.