Inclusão sócio-educacional e diversidade: debate conceitual e desenvolvimento histórico-legal no Brasil após 1988

Abstract

The objective of this thesis was to analyze the concepts of social andeducational inclusion present in national policies for initial teacher training, implemented from 1988 to 2010, with the cut directed to the disabled person. Initially research was carried out international and national study of documents (constitutions, declarations, projects, ordinary laws, decrees, plans and reports and reports) produced in the period established for the study. In a second stage of the study was a survey of information in the INEP database/MEC and the SEEMG/SI/SIE/DINE and the CRVP the State of Minas Gerais on the training they have teachers, the number of student enrollments with disabilities in regular schools and proprietary schools, by region, by administrative and teaching mode. The data obtained from this research show that the concept of 'social inclusion' expresses a process in which the different marginalized social groups, participating and intervening in decisions taken by the state, seek to jointly build a more democratic society, an aspect to consider that the inclusion processes do not imply the passive integration of human beings in a reality that is already ready and finished, but rather in movements and actions developed by all people in the pursuit of transformation of the social context in which they operate. Whereas the concept of 'educational inclusion' underlies the understanding of education as a "passport for life" that ensures that people participate in the construction of social development; as a strategy to reduce both social inequalities as educational. The survey results indicate that the theme to 'teacher training' has become in recent decades, one of the main priorities of national and international agendas. It is evident also that occurred in the period analyzed an undeniable success in Brazil have managed to expand access of children and youth with disabilities in elementary school and thus increased access to public schools, as well as increasing the number of teachers with training in higher education and those with specific course than those who do not have to work in schools that work in the inclusive perspective. Despite the elements in a way difficult to effect the inclusion in society, and in particular at school, when considering whether or not the possibility of the school (through the higher education institutions to the schools of basic and secondary education) can be inclusive in an extremely concentrating society of wealth that, consequently, producesunemployment, poverty and exclusion, it is clear that one can not expectthat the school can alone achieve this goal. However, understood as a democratic institution and a space of political disputes, it has the role todevelop actions that contribute to a cultural change in society.Furthermore, it must consider that an inclusive school in exclusionary andunequal society there will always be discrimination and exclusion processes that are constantly being remade. However, it must beconsidered that there are fields of activity that have a certain autonomy and openness to the segments of society reorient, choose and makepolicy. In the context of society and specifically of Education there is nevera determination as social processes are not determining. They delimitaction and resource fields, but there are options for the construction ofnew spaces of action.