Resumen:
Inclusive Education in contemporaneity expresses one of the desires of a
society which still stigmatizes and discriminates against people with special
educational needs. Greater dignity, respect and integration are what the
Brazilian inclusive education policies seek to propitiate for its society. Their
greatest challenge is to transform the installed prejudiced mentality through
actions of education professionals to change this situation. Faced with this
challenge of schools being structured to work with homogeneity and never
with diversity the goal of this paper is to defend the perspective of inclusive
education aiming at the construction of a school for all, focusing on the dialectic
of inclusion/exclusion. That is why its origins, its levels, its consequences as
well as its incoherencies will be thematicized through descriptive, theoretical
research which characterizes the danger of an inclusion which does not take
into account the differences of the daily situations of the education
professionals. Taking into account the conceptual paradigms and principles
which are increasingly being defended in national and international documents,
inclusion is a movement of global scope which gathers together people
struggling for the people with special educational needs (PNEES) and their
families in their quest for their rights and a place in society. However, what can
actually be considered inclusion? What makes education professionals have
such different comprehensions and meanings of this issue? And what are the
main difficulties encountered from a conceptual point of view?
