Persons with Disabilities in a context of Diversity Education

Abstract

This work aims to highlight the importance of proposing an education for diversity and an intercultural education in the context of education for people with disabilities. To fulfill the proposal, we resorted to the analysis of documents that provided theoretical basis for the development of both the theme of people with disabilities in their qualitative aspect, and the proposal for Intercultural Education, or Diversity Education, and its relationship with Inclusive Education. Furthermore, documents were also used to contextualize the conditions of students with disabilities, especially in the Latin American region. The focus of the documentary analysis consisted of international treaties, official documents produced by Brazil and other academic productions related to the proposed theme. In view of this, it is concluded that Education for Diversity has a close relationship with the Inclusive Education proposal, since both seek to combat social asymmetries, criticize historically imposed standards and think about new ways of making education more democratic, inclusive, and that sees living in culturally plural conditions as enriching, enjoyed under conditions of equal opportunities. For this to be guaranteed, not only the teacher's action in the classroom, but, before that, their training as a teacher, is essential so that they recognize the conflicts and relations of domination in the social structure and can, in a certain way, question historically perpetuated segregating patterns.