O contexto da educação escolar de crianças e adolescentes com deficiência: das políticas públicas ao espaço escolar

Abstract

The book synthesizes reflections developed by several teachers around the theme of students with disabilities. Its theoretical corpus points to a growing change in the ways of understanding and caring for children and adolescents with disabilities. These are no longer understood as non-human and with “care” that denied them the right to life; they start to be perceived as beings possessing a soul, later on patients and treated as sick. Today, they are seen as children and adolescents that they are and, in schools, they are treated as schoolchildren. Presents in an updated way, topics related to the person with disabilities, policies, school attendance and, mainly, the human relationships present there. It also seeks dialogue with issues involving ethics and, therefore, the values ​​present in this context of interactions. Discusses points in the history of school care for children and adolescents with disabilities. It presents the UNESCO report on the Global Monitoring of Education in Latin America and the Caribbean, in its scores regarding the Brazilian context. It deals with school management, permeating the political and pedagogical, phenomena understood within a participatory project at school. As well as the teacher's reflexivity, this is related to their continuing education and the inclusive school. It reflects from the parallel between social inclusion and educational inclusion, based on cultural studies. It also addresses the childhood phenomenon, being a child and the disability phenomenon through the perspective of the Sociology of Childhood, Inclusion and the Universal Design of Learning