Resumen

PICCOLO, GUSTAVO MARTINS. FOR THE RIGHT TO LEARN: THE CONTRIBUTIONS OF THE SOCIAL MODEL OF DISABILITY TO SCHOOL INCLUSION. Educ. rev. [online]. 2022, vol.38, e36926.  Epub 20-Nov-2022. ISSN 1982-6621.  https://doi.org/10.1590/0102-4698368536926.

This theoretical article, elaborated from an integrative literature review process, makes an unswerving defense of the concept of inclusion, taken as a cornerstone, the production of a democratic and liberating educational practice. It challenges head-on the temporarily suspended Presidential Decree no. 10.502 of September 30, 2020, which establishes the new National Policy for Special Education, believing that it is based on a fragile idea of inclusion as restricted to the presence of students with disabilities in regular classrooms, without considering the deep and unpostponable transformations that the supposedly inclusive denotes to enable everyone to learn satisfactorily, with a view to equal participation in society. The theoretical scope which guides the critical lines established herein refers to the literature conventionally called the social model of disability, which has the understanding of disability under the prism of historical production as its central idea and from the perspective that the person with a disability is not reduced to their deficit. The texts employed in this article take this assumption as a driving force when visualizing in the experience of disability endless educational possibilities which allow enriching and complexifying human development and the ways of intervention concerning the environment around us from original platforms with a positive impact in the whole collectivity. It links such relationships in school environments to curricular adjustments, didactic reconfigurations, construction of accessible spaces, and the transformation of the very meaning by which disability is conceived in the school terrain.

Palabras clave : inclusion, special education; disability; social model, educational policy.

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