Alteridade deficiente: o processo de inclusão do sujeito deficiente físico na rede estadual de ensino no município de São Borja - RS

Abstract

The objective of this paper is to reflect on otherness of disabled children on the way to introduce the process of inclusion of these children in the state school system in São Borja, Rio Grande do Sul-RS. For this purpose, we point out some data extracted from the Declaration of Salamanca, the 1988 Brazilian Constitution and from the Laws number 10.098/2000 and 9394/96, which deal with accessibility and inclusion in order to try to recover important issues by dealing with themes like inclusion of disabled people. In this paper, we aim at clarifying some assumptions about the historical journey of inclusion, explaining its process, what is the inclusive school, the architectural and pedagogical barriers of inclusion and resources in order to make possible the learning process of these students. This work was developed so as to obtain more information about otherness of disabled people and accessibility based on the daily life of a disabled person. The basis of this paper is a random survey based on a questionnaire answered by a 14-year-old junior high school disabled student. The answers were selected and organized into themes that explain relevant aspects in order to delineate the profile of urban area and to comprehend the dynamics of the state school in relation to otherness of disabled people, inclusion and accessibility. These answers form a frame of the main barriers faced by disabled people.