Inclusão social: desafios e possibilidades na escola pública

Abstract

This work presents a problem present in everyday life of Brazilian public schools: social inclusion. The analysis contained in it turns to face this reality by the school, its limits and possibilities. Objective is to understand the context of inclusion of students in high social vulnerability at the Municipal School John Reis de Souza, Brazilian suburban public school, basing this study on current legislation and the reality of this care. It was intended to bring about a reflection of what is an inclusive school, considering the concepts of integration and inclusion of formulating a parallel difference between these two terms, setting the historical context of social inclusion since the early sixteenth century to the present day. We used the legal system in force for the area of education, drawing these documents guiding principles of inclusive education. Analyzes and evaluates the role of Government in exercising the right to education, which is expressed through public policies, emphasizing its importance and need for planning guidelines aimed at Social Inclusion. Finally addresses the role of teachers and school managers in the context of inclusion analyzing problems and possibilities in the act of conducting inclusive education. To accomplish this study, we used the methodology of bibliographic research and propose a critical reflection, drawing attention to the reality of operating the school In access, retention and attendance in all school education.