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Inclusão e Libras
(Centro Universitário da Fundação de Ensino Octávio Bastos, 2024-04-30) SILVA, Lidiana Rodrigues da; SALA, Patrícia Vasconcellos
The Brazilian Constitution of 1988 guaranteed all Brazilians, and children in particular, the right to access and remain in school, from Basic Education to Higher Education. With the recognition of this right, the first step was taken on the path to educational inclusion. Since then, school has not been the same; that homogenizing space where only children considered “normal” were seen and served should, in theory, cease to exist. This proposal has been gaining ground as the discourse of inclusion and diversity has been disseminated, and a desire has emerged in society for the construction of a new school: open to diversity and fully capable of reflecting it in all its constituent instances. Thus, school inclusion goes beyond the mere insertion of students with disabilities into regular school systems; it is a process that must also take into account the cultural diversity in which these individuals are inserted and how this, in turn, is revealed in school. However, does the school space open up paths to include all existing differences? To contribute to the construction of inclusive education, it is crucial to change pedagogical practices, focusing on contextualized learning that enhances student development.