Escola regular inclusiva: um direito de todos e de cada um

Abstract

Including means teaching all students without distinction, making the target students of special education become part of the school community, experiencing inclusive school experiences in regular education classrooms. As a common school teacher, inserted in the challenging scenario of educating everyone in the face of many difficulties encountered on the school floor, the need came to identify which characteristics of the common school include and offer the appropriation of knowledge to each and every student. Considering this assumption, the research has the general objective of investigating the characteristics and specificities of an inclusive common school, and the specific objectives of characterizing inclusive education; describe the pedagogical aspects of inclusive education and point out the inclusive education policies implemented in Brazil. The present work is a literature review study, with a qualitative approach, of an exploratory and descriptive nature. Bibliographical consultation was used as a data collection technique. Data analysis occurred through categorization. The literature review is based on authors such as: Beyer (2006, 2007), Carneiro (2008), Lopes and Fabris (2013), Mantoan (2006, 2013, 2022), Poulin (2010), Ramos (2010) and Rodrigues (2006, 2008). The study shows that regardless of social, emotional, physical, intellectual and linguistic conditions, every student must be welcomed and study at a regular school, this is a right guaranteed by law. In this sense, the work also highlights that school inclusion and inclusive practices are possible to be implemented, despite the many challenges found in ordinary schools.