Abstract

MAKIDA–DYONISIO, CRISTIANE; MARTINS, IDA CARNEIRO  and  GIMENEZ, ROBERTO ROBERTO. SCHOOL INCLUSION: A REFLECTION ON EDUCATIO. TRANSITION FROM CHILDHOOD EDUCATION FOR ELEMENTAR SCHOOL. Rev. Comunic [online]. 2016, vol.23, n.2, pp.207-224. ISSN 2238-121X.  https://doi.org/10.15600/2238-121X/comunicacoes.23n2p207-224.

Admittedly, the theme inclusion has been the subject of great debate in the Brazilian Basic Education, especially after the 90s. In particular, can be identified many dilemmas and doubts on this. One of the problems corresponds to any adjustment difficulties presented by children with disabilities in face of the cycle change. This article aims to compare the process of inclusion of disabled children in kindergarten and Elementary School. Thus, a discussion on inclusive education is carried out before the recent changes in Basic Education, such as design changes to Children’s education and the expansion of primary education. We discuss programmatic differences between these levels and their implications for the inclusion of children with special needs. In general, are also highlighted substantial differences between these levels of education, with emphasis on the relationships with family, teachers profiles, student-teacher relations, orientation of the education program and even the conceptions of the different actors involved in the process, highlighting their actual impact on the inclusion of children with special educational needs.

Keywords : INCLUSION; CHILDHOOD EDUCATION; ELEMENTARY SCHOO.

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