The world conference on education and the declaration of salamanca: some notes

Abstract

This study will focus the discussion on the politics of inclusion in the practice of school teachers in the early grades of elementary school. As part of doctoral work, focuses on collaborating in the search for general understanding of the processes of implementation of inclusion policies, especially for understanding the teaching practice when students with disabilities included in the common teaching. It had as objective the analysis of two important international documents, to provide clues to understanding the framework that puts. To this end, data were collected through analysis of two important provisions officers: The World Conference on Education for all held in Jomtien (1990) and those relating to structures in Special Education Action, adopted by the World Conference on Special Education organized by the government of Spain and UNESCO, which led to the Declaration of Salamanca and its lines of action on special needs education (1994). Analyzing all the data and the literature studied, it was noted that public policies today face a major challenge, which is to place the prospect of an inclusive education in a poor country, marked by an extremely exacerbated social inequality. So many theorists, the public policy or the great movements have yet to resolve dilemmas and ambiguities, especially with regard to the internal reality of the schools in your organization and with regard specifically to the inside of classrooms.