Resumen

DORZIAT, Ana. A inclusão nas escolas de 1º ciclo de ensino básico de Lisboa: algumas considerações. Rev. bras. educ. espec. [online]. 2009, vol.15, n.02, pp.269-288. ISSN 1413-6538.

Admission in regular schools of students with special needs has been part of several educational policies in various countries. Studies have shown that in Brazil, this initiative has occurred slowly and gradually due to several problems, such as the lack of physical, material and human conditions in schools, as well as the non definition of the role of special education in this process. Based on this drawback, we endeavored to understand another reality - in Portugal -, hoping to contribute with further reflections on the theme. We conducted the investigation aiming to analyz material evidence of inclusion policies related to elementary education in public schools in Lisbon, Portugal. We based our investigation on information provided by managers, supervisors and teachers involved with special education. The data showed that although special education teachers are part of the staff in inclusive schools in Lisbon, conditions for inclusion are not as yet ideal in physical and material terms, mainly because schools lack a broader view of education and inclusion to enable them to review old concepts related to special education. Nevertheless, if on the one hand, the presence of special education professionals can be seen as a form of maintaining old clinical practices in new environments and compartmentalizing educational practices, on the other hand, it can present new possibilities for visualizing differences, for facing conflicts and searching for alternate ways of coping with the challenges presented by a new reality in schools.

Palabras clave : Inclusive School; Special Education; Differences.

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