O OLHAR DA ESCOLA SOBRE OS ALUNOS COM DEFICIÊNCIA

Abstract

In the study and analysis of research, deepening knowledge, investigations and analyzing the social reality experienced today, questions arise that make us think and ask if inclusive education is actually being carried out in the way that the laws recommend. In the general context, the most relevant or critical aspects must be analyzed, which may or may not contribute to the development and learning of all students, identifying real problems faced by people with disabilities when entering school and adapting to the school environment. It can be said that it is essential to understand the importance of inclusive education in the face of the reality in which we live in social diversities. This understanding is beneficial for students, teachers and especially for society in general, thus contributing to the development of practices that prepare students for life in the community, improve the skills of professionals who are on the front line for the execution of the education and in this way society becomes aware and values the social environment, being able to offer equal opportunities to all people without distinction. Analyzing the process of evolution of education and noting that even though the frequency of the population and EPAEE in regular schools is not recent, this theme has been in a new dimension since the 90s, (with the elaboration of the Ten Year Plan for All 1993) and more recently with Resolution 02/01 and the Inclusive Education Program: Right to Diversity (2003), which began to be implemented in Brazilian schools in different municipalities in the country, in 2004. Therefore, it is necessary to seek to understand how the whole team school receives a student with a disability, how is their adaptation, coexistence in the school environment, family contribution and the learning process in the face of each difficulty of the same in particular.