Abstract

ROSS, Paulo Ricardo. Learning and knowledge: foundations for inclusionary practices. Perspectiva [online]. 2006, vol.24, n.03, pp.273-299. ISSN 0102-5473.

This article analyzes the relationship of teachers and students with special needs, considering the explicit forms of exclusion observed in practices said to be inclusionary. Its hypothesis is that a school is unsuccessful when teachers do not consider the trajectory of each individual and their positive experiences. The social history of learning of each student must be identified. In inclusionary practices, it is expected that a teacher does not have a totalitarian position that sees teachers only as instructors, rhetoricians and reproducers of formalism. This type of attitude distances students, impeding them from achieving greater autonomy and independence. The practices that homogenize are the same that annul the formation of their identities. In inclusionary education, the teacher organizes the routes and the tools for the appropriation of knowledge. Knowledge is not only objective and neutral, but a process of appropriation and social interaction.

Keywords : Special Education; Social Inclusion; Exclusion and Education; Teachers and Students.

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