EDUCAÇÃO INCLUSIVA E PRÁTICA PEDAGÓGICA NO CONTEXTO DE ENSINO-APRENDIZAGEM DA CRIANÇA COM DEFICIÊNCIA: UMA REVISÃO DE LITERATURA

Abstract

This article will discuss, based on public policies aimed at students with special needs in the process of school inclusion, the teaching obstacles, the inclusive pedagogical practice carried out in institutions that have students in the process of educational inclusion. As well as if this developed practice is an inclusive planned action or a merely hobby action, where the child is seen as being incapable of learning or of being included in the teaching-learning process like the other students in the school. For the construction of the work, it was necessary to carry out bibliographic research which approaches the theme in the best understanding of the subject and in the resolution of questions. Procedures used for analysis: observation of legal documents, technical standards or regulations. Among the theorists has used on the subject are Salamanca Declaration (1994), LDB (1996), Mazzota (2005), Demo (2000), Sassaki (1995), among others. The teaching practice in the inclusion process must be a joint action with all those involved who intend to include the student with special needs in the teaching-learning process in the regular school system, where this pedagogical action must be planned and aimed at valuing differences of the student, making the student feel part of the process and included in the others even with their limitations. For such pedagogical practice, there are public policies aimed at the inclusion process and it is up to all actors in the process to recognize these policies and ensure that they are guaranteed and recognized for this profile of students.

Keywords: Inclusion, Public Policies, Pedagogical Practice, Person with Disability.