KNOWLEDGE PRODUCTION FOR INCLUSION: CHALLENGES AND PROSPECTS

Abstract

This article aims to investigate the challenges experienced by the manager of contemporary Brazilian public schools regarding the issue of school inclusion. The methodology used in the research allows classifying it as exploratory, with the use of a bibliographic survey for data collection. The approach to the problem is qualitative, and the data analysis is content critical. The main results obtained showed that, although there is a legal provision on school inclusion, including the most diverse groups of disabilities in the legal text, in practice, what is perceived is that the issue of school inclusion, especially in the space of public schools, still comes up against aspects that hinder its implementation. This is the case, for example, of the lack of teachers trained to deal with students with disabilities, in addition to the existence of architectural barriers. As if that were not enough, in certain disciplines, such as Physical Education and Mathematics, for example, teachers do not know how to deal with students with disabilities, and the school does not have the release by the Public Authorities, for budgetary reasons, of the funds necessary for the hiring specialized support staff.