INCLUSIVE PRACTICES: SOME REFLECTIONS ON PUBLIC EDUCATION POLICY

Abstract

The article presents some reflections on the Public Policy of Education, whose principle of Inclusion points to teaching practices that are sometimes masked, which obscure the process of inclusion in a perspective of inclusion-exclusion. Ensuring the transversality of Special Education as a teaching modality requires relevant changes in the rooting of an elitist, selective school that is the right of some. The process of building an inclusive school implies many changes, not limited only to the conceptions of school, teaching and learning, it imposes the creation of a support network in which work is shared collectively in breaking the parallelism between Special and Common Education.