Resumo

MESQUITA, Amélia Maria Araújo  e  ROCHA, Genylton Odilon Rego da. Inclusiveness elements and school culture: other perspectives for the analysis of an inclusive curriculum practice. e-Curriculum [online]. 2017, vol.15, n.2, pp.345-375. ISSN 1809-3876.  https://doi.org/10.23925/1809-3876.2017v15i2p345-375.

In the context of inclusive education and concerning the definition of parameters to establish a practice that is characterized as such, this paper aims to discuss these limitations from other elements which enable us to move forward in this tense and contradictory field. In this sense, inclusive curricula practices gain a substantial dimension, becoming known as curricula practices with inclusiveness elements. Such elements, analyzed in conformity with the school cultural category, bring notes to think about inclusion as a school constituent element gradually produced, breaking with the idea that inclusion is an exemplary model external to the school, which must be achieved by it. The presented analyzes are the result of a field research in a state public school located in Belém/PA and bibliographic search. The results show that the curriculum practice effectively inclusive is one that allows the disabled student to participate, produce and assimilate the school own culture.

Palavras-chave : Inclusion; Inclusiveness Elements; School Culture.

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