<b>BRAZILIAN POLICY FOR INCLUSIVE EDUCATION: ANALYSIS OF ITS IMPLEMENTATION IN THE FIVE BRAZILIAN REGIONS

Abstract

The implementation of Brazilian policy on inclusive education is provided in current qualitative research partaking of the project ‘Basic Education and Inclusion in Brazil’ prepared by the Education Observatory of the Coordination for the Upgrading of Higher Education Personnel (CAPES). Data are the result of two research stages. The first refers to the application of the questionnaire to 889 primary school teacher in the 27 federal states of Brazil; the second comprises a field study with direct observation of activities plus a half-structured interview with educators from 15 schools in the five Brazilian regions, following Dambros (2013), Fellini (2013), Garcia (2015), Hessmann (2013) and Rodriguero (2013). Current discussion comprises the history of special education, ranging from the start of social exclusion to international movements and the Brazilian political restructuration. The essay presents the structure and functioning of multifunctional resource class rooms. Foregrounded on the Historical and Cultural Theory, it defends a didactic and methodological practice with the humanization of the subject concerned through the appropriation of cultural goods produced. The convergent and divergent factors of the inclusion scenario in the five Brazilian regions are analyzed. Results show that the process of educational inclusion is still being developed, with considerable progress, even though a long trajectory still lies ahead for its full implementation, requiring political, social and economic investments. Fine-tuning of the discourse with social practice depends on political, ethical and discernment understanding on what each sector of society should do. It´s better to include beyond inclusive discourses