Inclusive education: perspectives of the difference in the group of students

Abstract

The present article is about Inclusive Education and the complexity that involves the inclusion of students with deficiency in the school’s regular program. It intends to contribute to the discussions about the viability of the inclusive process in the school practice, through the emphasis on the study of heterogeneous groups as proposes the school inclusion. We present the theoretical proposition in favor of the inclusive education, supported by researchers and according to Brazil’s legislation which has been effective since the Constitution of 1988. In a second moment, there is a movement of shaping up the articulation of the theoretical reference of psychology of groups and diversity, in a perspective that intends to increase the understanding of the group’s behavior in relation to the strange. A step further to the direction to elucidate the group’s reality in the inclusive proposal, culminating in a literary revision, which outlines the movement of the difference in interpersonal relationships, mainly in the socio-affective ambit, of groups formally established as the school.