Sem obstáculos para o saber: um desafio para as políticas públicas e a gestão escolar

Abstract

The inclusion of students with special needs in regular education classes for schools has brought a great challenge in the pursuit of physical and educational resources that become possible education for all, which happened in the interaction and learning. After more than a decade have laid the seeds of the inclusive school, with this research field of qualitative character, we sought to investigate how inclusive education is being accepted by teachers and school administrators of state and local municipalities of Novo Xingu and Constantine, analyzing the physical, social and educational activities that favor the inclusion of children with special needs in mainstream schools, and the extent to which public policies ensuring the success of this enterprise. To this end, we applied a questionnaire as an instrument for collecting data from managers and teachers from schools that have included students as well as an on-site observation to check the accessibility, resources available and needed from the success of the imposed such a commitment to schools and teachers. Among the main difficulties presented by managers and teachers, it is still a lack of skills and resources to work with these students. As the public policy it is clear that also has a large debt mainly related human resources training and the equipping of schools for this challenge to materialize fully. In general, it can be said that there were positive developments that would eliminate obstacles to the knowledge of students in schools that included municipalities, especially in relation to the case of diversity, education can transcend the barriers of prejudice, giving the students a better life, being accepted and respected by society.