Formação de professor na perspectiva da escola inclusiva

Abstract

The motion of school inclusion is also accompanied by doubt and questioning, requiring not only support and guidance from experts, but mainly a reflection of all schools in the development of social relationships based on respect for differences. The present study examined the importance of including people with disabilities in school and teacher education from the perspective of inclusion, because the current scenario presents strong evidence of change, showing that the inclusion of people with disabilities is an irreversible trend, however, requires a collective work, to contribute as a determining factor in the consolidation of relations of a democratic society for all. It was concluded that the school intends to be inclusive without wanting to change their habits in any way is doomed to failure. The ethical commitment requires us to abandon the empty towards effective action and consistent with the inclusive movement. It demands, in short, that fight against situations of discrimination, favoring cultural breaks necessary for a new education and inclusive society.