INCLUSÃO ESCOLAR: FUNDAMENTOS E ATRIBUIÇÃO DO PEDAGOGO

Abstract

the scope of this study is school inclusion in the perspective of the pedagogue's foundations and attributions in his daily classroom practice. thus, as a worldwide movement, school inclusion provides equal rights to all in relation to access to school, learning rights and other aspects that contemplate this movement. however, it is known that the reality between theory and practice is still far from what is actually experienced in the day-to-day life of educational institutions. In this way, it becomes relevant to verify which knowledge and practices have supported the training of pedagogues in relation to the school inclusion of students with disabilities. the improvement of this movement so important for education. To respond to the objective of the study, a bibliographic review of a narrative nature was carried out based on virtual libraries, from sites such as google academic, Bireme, SCIELO, as well as the use of legal provisions on the subject, such as the federal constitution of 1988. , the law of guidelines and bases of education nº 9.394/96, the National Curricular Common Base (BNCC), among other documents. From the above, it can be concluded that school inclusion in the context of the pedagogue's fundamentals and attributions still needs adjustments, since the reality experienced in educational institutions does not contemplate the real learning needs of these students.