INCLUSIVE EDUCATION: THE OBSTACLES TO ACCESSIBILITY IN SCHOOL LIFE AND PEDAGOGICAL PRACTICE

Abstract

The aim of this article is to demonstrate that Inclusive Education is a theme that has been present in current debates in education in recent years, provoked by various segments of organized civil society, seeking to qualify the debate in favour of an inclusive and quality proposal, which is therefore accessible. It also presents the challenges of reducing social inequalities for inclusion. In the field of education, research and studies point to advances in public investment in education over the last few years, but this is little compared to the investments made throughout the history of education. This article investigated pertinent questions such as: what are the obstacles to accessibility in school life and pedagogical practice, in the light of inclusive education. In this sense, the research aimed to analyze how Inclusive Education is understood, as well as to highlight the existing conflict and point out positive alternatives that facilitate an Inclusive pedagogical attitude and practice in the education network of a school in Brasilia - DF. In this way, bibliographical and field research was used in the light of the inductive scientific method in the qualitative methodology. And through interviews, personal accounts and observation. In addition to analyzing continuing training in the specific area of inclusive education, the lack of structural and environmental conditions, lack of teaching materials and methodology as obstacles, which hinder the inclusion of many students, especially those who need special education.