Abstract

FREITAS, Marcos Cezar de  and  JACOB, Rosângela Nezeiro da Fonseca. Educational inclusion of children with disabilities: notes from the school floor. Educ. Pesqui. [online]. 2019, vol.45, e186303.  Epub Mar 26, 2019. ISSN 1678-4634.  https://doi.org/10.1590/s1678-4634201945186303.

The subject of this article is the inclusion of children with disabilities in public education. The research question originates in the debates about inclusive school life and concerns the tangible situations that were analyzed in the daily life of two schools. The main objective was to follow the access of children in whose enrollment are mentioned as having multiple disabilities and cerebral palsy. The strategy of observing the different modes of participation and recording was organized around this main objective, for detailed analysis, including the scenes in which the access did not lead to actual inclusive school life and the scenes that, in the opposite direction, revealed a dynamic of participation that resulted in inclusive procedures. Methodologically, the collection of information, recorded in field notebooks, and the many hours observation resulted from ethnographies, conducted since 2014 in public schools previously identified for the study. Anthropological references were used. The main results were obtained through inventories of gestures and procedures collected on a microscopic scale, and they indicated that inclusive strategies depend on approaches focusing on the pedagogical work as a whole and for all students. When the approach was limited to isolating children to prevent their particularities from disturbing others, access clearly did not offer a way of joining in the activities compatible with an inclusive school life. The text concludes with an analysis of scenes observed and, based on the study conducted, and argues that access does not always result in inclusion

Keywords : Access; Participation; Inclusive school life.

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