INCLUSIVE EDUCATION: A LITERATURE REVIEW

Abstract

The discussion about the Pedagogical Political Project (PPP) gained greater relevance from the end of the twentieth century, especially in the 1990s, inserting itself in a new educational context marked by decentralization, participation of the school community and focus on improving learning results. This period consolidated the PPP as a strategic instrument of school management and to date it has been an instrument capable of guiding pedagogical and administrative decisions in a democratic way and contextualized to the needs of each institution. However, it is observed in pedagogical practices that the efforts of educators to conduct proposals that identify the school as a space for the exercise of citizenship, fulfilling its task of constructing/linking knowledge in a process of social equity, have not always been able to overcome the dichotomy between the political and pedagogical dimensions.