Inclusão escolar: implicações e desafios

Abstract

This study aims to reflect on school inclusion based on the works of Mantoan (2003). The author criticizes traditional schools for their lack of welcoming people with disabilities. Over time, significant changes sparked a paradigm crisis. This fact began with early attempts at student integration, and this often meant that schools merely placed students inside the classroom without proper inclusion. Consequently, this research problematizes the definition of integration, alongside the reasons and methods for effectively implementing inclusion in the school environment. Furthermore, it presents the leading Brazilian laws governing school inclusion, namely: 1) the Federal Constitution of 1988; 2) the Law of Guidelines and Bases for National Education (LDBN) of 1996; 3) Decree No. 3,956 of 2001; and 4) the Statute of the Person with Disabilities (Law No. 13,146 of 2015). Those laws represent historical advancements aimed at protecting and guaranteeing the rights of people with disabilities. This study concludes that school inclusion is a shared responsibility among the State, families, educational institutions, teachers, and the community at large. Finally, it highlights that the educational system still reproduces ableist ideas that must be overcome