Os desafios contemporâneos para a educação inclusiva

Abstract

This work proposes a reflection of the inclusive school seeking to review the operation of educational practices in the teaching and learning that values diversity and meet the educational needs of each student. The issue though is no longer new to some educators, it is still controversial and harrowing, full of questions that permeates the whole educational system of basic level (Early Childhood, Elementary and Secondary Education). Therefore, the analysis is mainly in the basic devices of the Federal Constitution (1988), LDB (Law 9394 / 96), EDP (2003), PNE (2001) and texts Mantoan, Mazzotta, Peter Mittler and Stainback & Stainback, seeking to understand and develop the necessary changes to this act of education and thus ease the difficulties of various schools and teachers who do not yet know how to deal pedagogically with these individual differences in school. The resource used was a questionnaire of open questions, addressed to teachers of elementary and high school, chosen randomly, in a state school in the city of Wanderlândia, Tocantins. Lined in qualitative research was followed by the analysis of responses in which laid the challenges, concerns and expectations of teachers to accommodate the diversity and equal educational opportunities open to all, a factor that implies the assumption that heterogeneity helps the growth of all. In summary, the survey showed that despite the changes and readjustments that have taken place, it is necessary to further expand our own consciousness to understand the invisible for inclusion.