Inclusão escolar: pelos percalços do preconceito e da formação docente

Abstract

The present work aims to understand that the concepts of Inclusion and how inclusive practices take place in the classroom, considering Brazilian legislation, which is exposed under the Federal Constitution of 1988, that all Brazilian citizens are equal, without distinction, By the law. The proposal is theoretically based on Stainback and Stainback (1999) on the marginalization of people with disabilities since Antiquity, Glat (2000) on the first schools for people with disabilities in Brazil and Bersch (2017) on the use of Assistive Technologies with tool for the development of the student's cognitive, social and emotional skills. The research took place in three moments: (1) delimitation of objectives and collection of bibliographic material; (2) carrying out the guiding questions for investigation with a professional in the area and (3) collecting and analyzing data. It was observed throughout the research the need to reflect and encourage discussions about the process of inclusion of special education students.