INCLUSIVE EDUCATION IN BRAZIL AND THE ROLE OF SOCIAL WORKERS IN IMPLEMENTING THIS POLICY

• DOI: https://doi.org/10.22533/at.ed.216482423044

• Palavras-chave: Inclusive Education; Disabled people; Social Worker.

• Keywords: Inclusive Education; Disabled people; Social Worker.

• Abstract:

  Inclusive education is a branch of public education policy, which aims to guarantee access and permanence of people with disabilities in regular schools, based on the principle of equity, aiming to provide this public with the same experiences that that people without disabilities experience in the school environment, that is, inclusive education strives to benefit not only students with disabilities, but also the school as a whole. Therefore, this work is divided into two moments, the first consists of discussing the trajectory of inclusive education in Brazil since the emergence of APAE’s. In view of this, the article briefly presents the milestones and legislation that aim to guarantee quality education for people with disabilities. The second moment is the emergence of the role of the Social Service professional in education, where the work of this professional in this policy takes place in identifying and meeting the demands arising from the “social issue”, which will seek to resolve the demands of students through the viability of their rights, as well as minimally providing them with critical training that guarantees the understanding of the conditions and contradictions inherent to the life of the working class, in addition to seeking to strengthen education policy, in order to consolidate it through appreciation of professionals inserted in the school network.