Inclusion in the school context: state of knowledge, practices and propositions

Abstract

The study focuses on the trends of scientific production concerning Inclusive Education, choosing as the primary data source the Brazilian Journal of Special Education, observed the temporal cut-off 2005-2015. With the objective of systematizing the alternatives / propositions that have been developed and carried out in the scope of academic research in relation to the topic of school inclusion, a bibliographical research was developed, of the type of knowledge state, taking as corpus 41 articles published in the referred magazine, questioning them with questions of this nature: who are the researchers and what are their origins? What are the methodological procedures adopted in the research? What fields and objects of study are privileged? What are the criticisms and alternatives / propositions pointed out in the works for the practice of Inclusive Education? The results of the research include: the need for continuous acquisition of knowledge that helps in the formation of vision, posture and actions aligned with the inclusive process; the requirement of commitment and availability of the subjects involved with inclusion, the only way that enables students to participate and potentialize their abilities; the overcoming of school inclusion as a model imposed by the government, which generalizes and shapes differences in similarities; the participation and support of society, government agencies and the entire school community as an essential condition for the inclusion of students with disabilities to be carried out with the necessary quality and speed. Thus, it is reinforced the thesis that it is necessary to attend to students with disabilities in the regular system of education, in order to promote learning and personal development for all who are there.