Education, Inclusion and Human Rights: As this Estuary flowed at school?

Abstract

In this work, the Universal Declaration of Human Rights (UNESCO, 1948) is analyzed as a fundamental theory, not only for extending the social conquest but for becoming possible the exercise of social democracy and individual liberty, even in a context of social limits and objective material conditions, still in course in the contemporary civilization level. In consonance with these principles, this work analyses the education inclusions in a critic perspective, demanding social participation, in sight of breaking barriers that become obstacles against to the affirmation about education rights. So, the widespread right calls for challenging demands to society, once the laws themselves do not democratize the school, but the inclusive pedagogic experience of its professional, family and community. This challenge consubstantiates this research that took place in a public high school in Rio de Janeiro city, along the year, when it was possible to get access to official documents and to change ideas with the teachers and the head teacher as well. Sustained by referential of critical theory, emphasized by Adorno´s thoughts and by analytical-concept index toward inclusion, that implicates the articulations among the culture, politic development and orchestration of practice construction ( BOOTH; AINSCOW, 2002), is developed a discussion based on professor´s concept about the education right and also a reflection about questions that constitute themselves as demand challenges in a effective establishment of inclusive experiences, in a daily public school.