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Special in – from exclusion to inclusion Mantoan, Maria Teresa Eglér

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Empfohlene Zitierung / Suggested Citation: Mantoan, M. T. E. (2000). in Brazil – from exclusion to inclusion. ETD - Educação Temática Digital, 1(3). https://nbn-resolving.org/urn:nbn:de:0168-ssoar-106349

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Special Education in Brazil – from exclusion to inclusion

Maria Teresa Eglér Mantoan

Abstract some indicators by which we have been This article is about the phases through evaluating the benefits of inclusion in the which the Brazilian education has been Brazilian schools, through the developing, starting from the exclusion of investigations from the researchers at students with disabilities in specialized LEPED (Laboratory of Studies and institutions which are typically Research in Teaching and Diversity) / therapeutically oriented to our present Unicamp- São Paulo/Brazil. days, when this educational modality has been clashing with the proposals of a Key words school for all, one and only, open to the Special Education; inclusion; educational differences, and, as a result, inclusive. The legislation and policies path that has been followed is focused on from the point of view of legal documents, of educational plans and policies. Finally we focus on and present

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SITUATION FRAMEWORK AND From the foundation of that Institute to our HISTORICAL ANTECEDENTS present days, the of special education in Brazil was structured, following almost always models which are assistance oriented, and are characterized The historical development of special by a segregation view, by a segmentation education in Brazil started in the 19th of the disabilities, what has contributed century, when the services dedicated to even more for the education and the social this segment of our population, inspired by life of children and young persons with North-American and European disabilities to happen in a separate world. experiences, were brought by some

Brazilians who were willing to organize Special education was assumed by the and implement isolated and private actions government in 1957 with “Campaigns”, to help people with physical, mental and which were specifically geared towards sensory disabilities. caring for each one of the disabilities. In

that same year, the Campaign for the Those initiatives were not integrated to the Education of the Brazilian Deaf – CESB education public policies and was created, followed by the foundation of approximately one century had to go by the National Institute of Education for the before the special education could become Deaf – INES, which still exists in Rio de one of the components of our educational Janeiro /RJ. Other similar “Campaigns” system. In fact, it was in the early 50s, were launched later in order to care for the when this teaching modality was officially other disabilities. recognized, under the name of “education of the disabled”. In 1972, the Task Group of Special

Education was established by the Ministry We can, therefore, say that the history of of Education and Culture - MEC and the education of persons with disabilities in together with the specialist James Brazil is divided into three long periods: Gallagher, who was invited by that group,

to come to Brazil, the first proposal to • from 1854 to 1956 – marked by restructure special education in Brazil was private initiatives; presented. In order to manage such a

proposal, a central agency called National • from 1957 to 1993 – defined by Center of Special Education – CENESP - national official actions; was created inside the Ministry. Today this center is what is called the Secretary of Special Education – SEESP, which has • from 1993.... – characterized by the kept basically the same competences and movements in favor of school organizational structure of its predecessor, inclusion. at the Ministry of Education and Culture.

In the first period the specialized medical The control of the Brazilian policies of service was emphasized. The most special education were for a long time in traditional institutions to help persons with the hands of the same people, that is, the physical, mental and sensory disabilities policies were kept by a group of people were founded in that period. Those who got deeply involved in that task. institutions followed the example and Those people, among others, were linked pioneer spirit of “Instituto dos Meninos to private and beneficent movements to Cegos” - Institute of Blind Children-, care for the disabled and until today they founded in Rio, at the end of 1854. have a great influence and power over the

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ARTIGO guidelines of special education. At the time themselves, trying to set up partnerships of the military regime, the generals and with the civil society and the government colonels were the ones who led the big so as to achieve their aims. Such parents specialized institutions, and today some of movements are sponsored by the them have been elected deputies, after government – municipal, state and federal. assuming the general coordination of associations; they continue to put pressure Contrary to other countries, most Brazilian on the public opinion and on the parents have not yet favored the school government itself in order to have things in inclusion of their children. Although this a way that suits them better. preference is shown in the Federal Constitution, there is a tendency for Many were the politicians, educators, parents to organize themselves in parents and Brazilian prominent people specialized associations in order to who identified with the education of guarantee their children with disabilities´ persons with disabilities and made the the . history of special education. All of them played relevant roles throughout all stages Only very recently, from the late of this march and cannot be ignored since 80s and early 90s, have the persons with they acted in the political situation which disabilities started to organize themselves somehow affected the education of persons and to participate in coordination councils, with disabilities either by daring, Forums and movements aiming at making advancing, transforming the proposals or sure the rights they have conquered are by delaying them, hampering their recognized and respected in their basic evolution towards new educational targets. needs for socializing with other people. The parents of people with disabilities are Such movements are penetrating all areas: among those who make up that leadership work, transportation, architecture, city and most of them have shown a great planning, social security and accessibility strength in order to keep, rather than in general. People are looking for change the concepts and conditions of affirmation and want to be heard, just like medical and school service offered to their many other minorities voices, which need children with disabilities. to be taken into consideration in a We cannot, then, disregard the private and democratic society, as the one we presently beneficent-oriented initiatives conducted live in, in this country. Unfortunately, by the parents in relation to the school and however, despite being present and having medical service for people with disabilities shown their participation in various aspects as well as in relation to the professional of social life, those movements are still not preparation (protected) despite the fact strong enough in what refers to educational that their intentions were most of the times prerogatives, and school processes, supported by discrimination and strong specially the inclusive ones. protectionism . We must emphasize the group of parents LEGISLATION AND CONCEPTS OF of children with mental disability, which is THE SCHOOL SERVICE the largest and founded over 1000 Association of Parents and Friends of Special education has been present in the Persons with Mental Disabilities - APAE Brazilian educational policies since the late all over Brazil. 50s and its present situation results from a trajectory followed by several national The tendency of the parents movement still general education plans, which have is to get organized in specialized deeply marked the directions traced for the associations that they can manage

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ARTIGO school service for students with system should be created, becoming a disabilities. separate sub-system.

The evolution of special education services Those as well as other inaccuracies have has moved from an initial phase, markedly stressed the ambiguous character of special assistance-oriented, aiming only at the education within the mainstream system of well-being of the person with disability to education. The question being raised at a second phase in which the medical and that time was: After all, according to the psychological aspects were given priority. , is it a regular or a special system of After that, it got to the educational education? The same thing is happening institutions and then to the integration of nowadays in relation to the insertion of special education into the mainstream students with disabilities in the mainstream school system. Today, finally, the special school. We will deal with this case later, in education clashes with the proposal of total the context of the discussion of inclusive and unconditional inclusion of students education. with disabilities in the classrooms of mainstream schools. In 1972, the Federal Education Council in a report dated 10/08/72 understood the Such transformations have altered the education of “disabled children” as a meaning of special education and have teaching trend, that is, school education. distorted the meaning of that teaching Right after that, ministerial orders modality. There are many interested regarding assistance matters and social educators, parents and professionals who security, while defining the clientele of mix it up with a kind of assistance offered special education, had a different concept by unselfish people to children, young from that of the report; they focused on a people and adults with disabilities. Even therapeutically based view of the service when properly understood, special to persons with disabilities and elected the education in Brazil is also understood as a corrective and preventive aspects of those set of methods, techniques and special actions: there was no intention of teaching resources and as different kinds of promoting school education. school support service for students who cannot meet the expectations and Still today, the difficulty in distinguishing requirements of the mainstream school. the medical pedagogical model from the educational/school model of special The Basic National Educational Guidelines education is evident. This impasse holds – Lei de Diretrizes e Bases da Educação back the course of the special education in Nacional- LDB, Act Nr. 4.024/61, has Brazil, preventing it from choosing granted the “exceptional students” the right innovative positions, as it is the case of to education, stating in the article 88 that in insertion of students with disabilities in order to integrate those students in the inclusive schools. community, they should be placed, as much as possible, in the mainstream What seems to be clear is that the educational system. It is understood that in legislators have established a direct this mainstream system both would be relationship between the students with included, the regular educational services disabilities and special education. This and the special ones, but it can also be binary relationship is not always what understood that when the education of interests us the most, specially when our students with disabilities does not fit the objective is total and unconditional mainstream educational system, a special insertion of all students, in the mainstream

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ARTIGO schools, that is, a school open to All these situations, which involve differences. conceptual problems, ignorance of the Federal Constitution and biased Despite the definitions, studies and other interpretations of the educational ways to distinguish the special education legislation have made the meaning of clientele, there aren’t legal instruments nor school inclusion unclear and confusing and conclusive answers about the true profile have harmed those who fight for of the student in special education, that is, implementing the legislation in the about its specific clientele. Brazilian schools. Such issues are at the core of the understanding of the policies In the official discourse, in the educational for mainstream and special education. plans, in the national guidelines These issues have been, in our view, for teaching persons with disabilities the responsible for uncertain paths taken by clientele is well defined. In general, the those who think, decide and carry out the students who fill up the special classes are Brazilian educational plans. not, even today, the ones to whom this teaching modality aims at, and due to the The change in the nomenclature – from absence of effective reports and well – “exceptional students” to “students with supported school complaints, all those special educational needs”, appeared in students risk being accepted and 1986.This change of nomenclature, considered as students with disabilities. In however, has meant nothing in the fact, they are students who haven’t been interpretation of disability or even in the able to keep up with the pace of their placement of the students in the schools. colleagues, or undisciplined students, children of underprivileged black families The Ministry of Education and Culture still and other unfortunate ones in our society. adopts the term “ carriers of special They are, indeed, the majority among a educational needs”- PNEE - “portadores de minority of really disabled students. necessidades educacionais especiais”- when they refer to students who need Such vagueness accounts for all the special education. Even by including disorder and trespasses practiced by some among those students the ones with schools regarding the right to education learning difficulties, the ones with and non-discrimination. That is happening disorderly behavior and the gifted ones, the in some schools due to lack of effective clientele of the special education is still not control from parents, the educational well defined because most people establish authorities and the justice in general. a direct and linear relationship between a person being disabled and attending a What is being stressed at the moment, are special school. the actions which aim at guaranteeing these students the right to study with their The Brazilian Constitution of 1988, in peers in mainstream schools. In order to Chapter III, Of Education, Culture and guarantee those rights, attorneys and state Sports, Section 205 prescribes: “ Education attorneys responsible for the infancy and is the right of all and it is the responsibility youth, for the elderly and for the disabled, of the State and of the family”. In section have been mobilized. The 208, it says: “The responsibility of the recommendations of those authorities have State towards Education will be put into clarified doubts and successfully solved effect through the guarantee of: […] cases of inadequacy and school exclusion specialized educational service to the in public and private schools. carriers of disability, preferably in the mainstream school system”.

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These and other legal devices regarding associations which adopt traditional social assistance, the child’s, the youth’s paradigms of service delivery to their and the elderly’s health raise very clientele. The issue also affects special important issues for the debate on Special education teachers greatly; they fear losing Education in Brazil, not only in what refers the space they have conquered in schools to the adaptation of public buildings by and in the school system in general. The breaking all kinds of architectonical teachers from the mainstream schools feel barriers, but also in what refers to public incompetent to cater for the differences in transport, obligatory minimum wage to the their classrooms, specially with regard to people with disability who cannot provide the students with disabilities, once their for themselves, among others. Among all specialized colleagues have always been those issues, school inclusion presently distinguished as being the only ones to comes to view and again raises the deliver that service and have done so question of the destiny of special exaggeratedly under everyone’s eyes. education. There is also a contrary movement of parents of students without disabilities, The clarification of this issue involves who do not admit inclusion, because they three possible directions for the placement think the schools will become worse and/or of the children in the schools: a) the one will lower even more the quality of their that implies an opposing meaning between teaching if they have to take in these new special and mainstream education, where students. the students with disabilities would have only one option, that is, the special The more recent Basic National Education education; b) that one that implies partial Guidelines Act – Lei de Diretrizes e Bases insertion, that is, the integration of students da Educação Nacional-LDB, Law No in the mainstream classrooms when they 9.394 dated December 20 1996 dedicates are ready to study with their colleagues in chapter V entirely to special education, and the mainstream teaching, but always with defines it in section 58o as […]“school direct or indirect support from the special education modality, offered preferably by teaching people and finally c) the one that the mainstream school system, to students indicates inclusion of students with with special needs”. Would such a disabilities in the mainstream classrooms, distinction be really an advancement? indistinctively and unconditionally, thus Undoubtedly, we have advanced a lot in implying a transformation of the schools to relation to what is written in the Law meet the educational needs of all the No4.024/61 once there seems to be no students and not only of some of them, the doubts left that “the education of ones with disability or the gifted ones as exceptional children” can be fitted into the they are referred to in special education. mainstream education system, but we are still subject to the subjectivity of The present debate is centered on interpretations, when we come across the directions b) and c) mentioned above, that term “preferably” in the definition is, between school integration and school mentioned in the law. inclusion. The issue raises innumerous and uncountable controversies, it challenges In the article 59 the new LDB talks about teachers and health care professionals who the differentiated pedagogical guarantees, deliver services to persons with disabilities such as curricula, methods, techniques and ⎯ the paramedics and others who educational resources; specific course clinically treat children and young persons conclusion conditions for students who who have school and social adaptation can’t reach the minimum level required for problems. It also challenges the parents concluding high school, due to a disability;

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ARTIGO teachers’ specialization at secondary and Natal - / Brazil, the level and education for work, teachers have run into difficulties in besides equal access to social benefits. working with the students in general, not only with those with disabilities, given the Our LDB has finally defined the place for poor working conditions and insufficient special education in the school, but it has teacher education .The researcher has not mentioned the evaluative aspects in concluded that the teachers need to have any of the items and this has caused a more knowledge than they do in order to certain worry because one does not know develop teaching practice which takes into exactly what to do about it ⎯ one can account the differences in the classroom; either protect those students with specific they don’t need qualification specialized parameters for that purpose, or compare in the disabilities as proposed by the law them to what the law proposes for and the Brazilian educational policies. everyone. We came to the same conclusion in a Regarding the “specific conditions for research carried out in the southeast region course conclusion” of the various levels in of Brazil in 1999, together with other the school the law is also rather ambiguous Brazilian researchers, when we analyzed specially in what refers to the criteria by the answers given by 493 teachers about which they identify who has complied or their needs to order to help the students not with the requirements for the with disabilities in the mainstream conclusion of those levels and the danger classrooms. lies in age being adopted as the indicator for that. Recently, in February 2002, at the Chamber of Elementary Teaching of the The teacher’s qualification in order to National Education Council, the discussion guarantee the teaching of students with of a document that deals with the disabilities also raises many questions, also Curricular Guidelines of Special Education due to the ambiguity of the legal text. in Basic Mainstream Education was We believe that more important than the started. specialization of the teacher is the initial and continued teacher education so that What has surprised us the most in this he/she can meet the educational needs of document is that, despite the broad all students in the mainstream school discussion among educators, legislators, system, as proposed by the school parents and persons with disabilities, the inclusion. concept of school inclusion has not advanced much from the point of view of Recent master’s and doctorate’s researches its applications, at least not to the same carried out by members of the Laboratory extent as it has been clarified from the of Studies and Researches in Teaching and theoretical point of view. Diversity – LEPED / State – São Paulo/Brazil, of which I In the document mentioned above as in am the coordinator, have clearly shown many others, this lack of pace between the that teachers lack good preparation to teach two becomes evident when it states, for all and not only the students with example, that: disabilities.

As Brito Castro (1997) has concluded in his master’s thesis on the implementation of inclusion in the municipal schools in

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“Carrying out school inclusion […] modalities, but the capacity the school has of all students, regardless of social to cater for the differences in the class, race, genre or individual characteristics is the great challenge classroom, without discriminating, without to be faced, in a clear demonstration working separately with some, without of respect towards the difference” setting specific rules for planning, for (p.21) learning or for evaluating (curricula, activities, special learning evaluation). It supports inclusion, but suggests throughout the text actions that do not The “special” of education has to do with respect the principles of a school for all, a total inclusion, unconditional school without discrimination and inclusion of all the students in the schools prejudice, without separate teaching. of their neighborhood, as mentioned in Salamanca, which goes beyond students In fact, the document gives a confusing with disabilities, but which certainly orientation for carrying out inclusion, includes them. This “special” of education when it refers to the education of students is required not only to include students with disabilities and to teacher education, with disabilities, but to revert a shameful as we will comment next. situation of the Brazilian school, which is, today, marked by failure and dropout of THE “SPECIAL” IN EDUCATION X many of its students. In other words, this THE “SPECIAL” OF EDUCATION “special” qualifies the schools which are capable of including excluded students, Based on those misunderstandings and indistinctly, by not focusing on the restrictions, there is, from our point of problems related to total inclusion of the view, no differentiation between the students with disabilities and focusing on “special” of education and the “special” in what really causes this deplorable situation education. of our schools. A much larger group of learners are unmotivated, unhappy and The “special” in education has to do with kept apart from society as a result of what is stated in the Document, from the failure and constant deprivations and low practical point of view. In this case, what is self-esteem which results from exclusion understood is that the conditions for from school and society - students who are inclusion imply adding special teaching to victims of their own parents, their teachers the mainstream teaching, that is, the and above all, students who live in very swelling of the system, once this entails poor conditions, in every sense of the more professionals, resources, methods word. These students are quite well-known and techniques from the special education in the schools, because the repeat the same to the mainstream schools. In other words, grade several times, they are expelled, drop this proposal has to do with what we have out and are labeled as ill-born and have had for years and that supports the behaviors which deviate from the organizational model of school integration, standards of formal education. seen in the document as partial integration, in which the student has to adjust to the It is true that the students with disability mainstream teaching in order to attend it are a great concern for the inclusive and the special education staff will help educators, but we all know that most him do that. students who fail in school are children who do not come from special education What defines the “special” of education is but who will eventually end up in special not the dichotomy and the fragmentation of education! the school system into several different

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Another point to be mentioned is the ABOUT TEACHER EDUCATION feasibility of school inclusion. It is important to emphasize that the transformations required by school With reference to teacher education in the inclusion are not utopian and we have the view of the “special” in education, we means to carry them out. Those changes already have several means to qualify these are already being implemented in some professionals: in the undergraduate courses public school systems and in private of education, in the several specialization schools in Brazil and abroad courses which are offered in the graduate courses, in the Which have accepted the challenge to be offered by the school system as truly inclusive. They base themselves on “preparatory courses for inclusion”, in the post-modern educational theories, clinics and institutions which deliver multiculturalism, and paradigms which services to students and persons with emerged in the education scenario at the disabilities. It is the old and well-known beginning of this century. 1 teacher education which is necessary to maintain the idea that the school-clinic is The pedagogical implications that can be the one that solves the problems of the drawn from these new contributions are disabilities and, consequently, of school innumerous and the Basic National inclusion. Education Guidelines Law has already indicated some o them in its text, when it The traditional teacher education in special refers, for example, to the new criteria for education is not aimed at professionals the creation of school classes (cycles of who will be committed to include the development), when it suggests excluded from the school, because it does individualized development plans for the not convey the idea of what is special in school, by respecting the social and education, which redirects teaching cultural identity of the students; by objectives and practices, and recognizes encouraging active participation of parents and values the differences. It continues to in the school decisions and by other means divide, to separate, to fragment what the through which the principles of a truly school should unite in order to become inclusive education are compatible with stronger, fairer and more democratic, pedagogical and organizational alternatives aware of its duties and of the constitutional necessary for carrying it out. principles which guarantees to all Brazilian citizens a school without prejudice, which In a word, the schools change, no longer does not discriminate, under any the students! circumstances ⎯ Section 3 paragraph IV of the Federal . To think, to decide and to work in favor of inclusion is to stimulate this obvious Under the perspective of education opened concept, a revolution in teaching! to differences and inclusive teaching, teacher education does not happen in the same way as mentioned above; it is continuously built inside the schools, as the problems of the students with or without disabilities arise and it also takes into consideration the teaching which is being offered, its deficiencies,

1Consider the contributions of , Peter inadequacies and conservatism. Mac Laren, Jorge Larrossa, Boaventura de Souza Santos, Edgar Morin and others authors.

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There is a new way to see teacher experience which are beyond the capacity education, a way that tries to improve what of the ordinary teachers. There is, in fact, the teacher has already learned in his initial an exaggeration in everything related to education, by sometimes making him special education, which disqualifies aware of his limitations, talents, and mainstream teaching and the teachers who competences, and at other times by may not have the ability to teach this supplementing this pedagogical knowledge clientele. with other more specific kinds of knowledge, such as the Braille system, the We have urgently, then, to regain the techniques of communication and confidence that the teachers in mainstream alternative/augmentative mobility, by schools have lost, the confidence to know improving his ability to teach the how to teach all students, without any curriculum content, or by making him exception, to understand that there are not reflect upon the areas of knowledge, the students who learn different things, but trends of contemporary society, by making students who learn in different ways. him/her experience all this while learning to work with the technologies of education, Summing up what we have just described with the bilingualism in the classroom for and commented, we can affirm that there those who can hear as well as the deaf was and there is still a certain ambiguity in ones. the direction of the services in special education. The main trends in our national special education policies until 1990 were But all this must be understood as a work the therapeutically and assistance oriented process which is necessary so that the service, instead of the educational service school can welcome all students, without itself. The government keeps supporting any kind of prejudice and aware of its private institutions specialized in responsibilities towards educating and not disabilities, what shows the segregation only instructing new generations; the view of special education in Brazil. school transmits knowledge which is Unfortunately, there isn’t a clear definition continuously being outdated, and cant, from our educational authorities bout therefore, be systematized as something adopting a truly inclusive policy in our learned / taught, as it used to be. mainstream schools. If the special education protects itself, by fearing a How can we teach teachers in their initial radical change of the school, the education or in-service, heterogeneous and mainstream school omits itself, by inclusive practices, when we have a policy overlooking the issue, but at the same time for teacher education which emphasizes protecting itself from every transformation the disability, which categorizes the of its work in the schools, claiming learners and their teachers and which, by teachers insufficient preparation and lack doing so, opts for homogeneous practices of functional conditions to assist to all and excludes those who fit in it and place children, including those with disabilities. them in specific modalities of education? In this political-institutional game, the In fact, the dichotomized teaching into children and the nation are the ones which mainstream and special, defines distinct lose; the Brazilian nation has its new worlds inside the schools and in teacher generations once more deprived from the education courses. Such division benefits of a school which would teach perpetuates the idea that teaching students justice, democracy and openness to with disabilities and with learning differences, through the most efficient difficulties requires knowledge and method ⎯ the relationship among peers.

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The special education and all uses of this The main indicator of the success of our adjective in programs., projects and action projects have to do with the change of plans to develop the schooling of students attitude from the teachers, directors and the with disabilities still have a very heavy school community, as well as from the weight and promote the division of parents and students, regarding inclusion. students, teachers, systems, schools, ideas, We are not talking about students with legislation, and do not broaden the disabilities, but all students in the school, specialization in teaching all students. but who are kept apart from society, and those who are not in the school because WHAT’S NEW? they were excluded or could not enter them due to all kinds of prejudice: social, No matter how much the inclusion cultural, racial and religious. We are a movement in schools has been contested, multicultural country due to our strong for the threatening characteristics that any mixture of races; nevertheless, we change brings, specially in the educational discriminate and isolate the more setting, it is irreversible and convinces stigmatized minority groups and others everyone because of its logic and the ethic which are considered inferior such as the of its social attitude. black, the native Indians, the immigrants the migrants from the North and the Inclusion is denouncing the abyss that Northeast of the country, among others. exists between the old and the new in the Brazilian . Inclusion In the schools where we are working, the reveals that gap which needs to be filled indicators of success are also related to the with the actions mentioned previously. fulfillment of action plans of the school Thus, the future of inclusive education, in systems and of the schools, individually. our opinion, depends on a quick expansion of the projects truly committed to It is important to emphasize that the transforming the school, to adjust it to the systems with which we work have banned new times. special education from their organograms and we can deal with the new proposals for A school can’t be changed as in a magic the organization of teaching in schools trick; however, implementing inclusive without trying to avoid inclusion. Having school is a possible dream and we are only one modality of teaching can reduce working towards the realization of that the chances of having to deal with the dream and we have had several problems and difficulties related to encouraging results in public and private teaching some children, with or without Brazilian schools. disability in separate settings and se can send the teaching problems to the schools, The Laboratory of Studies and Researches to the teachers, to the structure and to the in Teaching and Diversity – general functioning of the systems. Such a LEPED/Unicamp has counseled several challenging situation makes us go beyond projects all over Brazil, in the states of São the pedagogical and administrative limits Paulo, , , Rio Grande do of schools, towards inclusion. Sul, Rio Grande do Norte, , and at the same time it has been carrying In a word, the challenge of inclusion is out research on what is going on inside the destabilizing the minds of those who have classrooms, thus, building up knowledge always supported the selection, the about school inclusion. fragmentation of the teaching into modalities, the specializations and the specialists, the power of evaluations, the

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ARTIGO clinical view of teaching and learning. As We are, with great difficulty, fighting the there is no ill that lasts forever, it has disbelief and pessimism of the become hard for those who label students “accommodated”and showing that as incapable of learning to be kept inclusion is a great opportunity for the unaffected by change. students, parents and educators to demonstrate their competences, powers THINKING AND MAKING A and educational responsibilities. SCHOOL FOR ALL – SCHOOL INCLUSION The tools are there, so that the changes can happen, urgently, and the school can be The moment is appropriate to get rid of the reinvented, by destroying the obsolete theoretical excuses, the purposeful machine that drives it, the concepts upon distortions of the concept of inclusion, which it is based, the theoretical- linked to the intellectual, social and methodological pillars on which it stands. cultural capacity of the students to meet The parents are the great allied of those the school requirements and expectations. who are already committed to the We know we can reformulate education construction of a new Brazilian school – according to new paradigms, precepts, new the inclusive school, open to the tools and educational technologies. differences.

In fact, the conditions we have today to They are a driving and claiming force for transform the Brazilian schools empowers the so desired school reconstruction us to propose one and only school where because they want the best for their the cooperation replaces the competition, children, with or without disabilities; they because what is intended is that the are not satisfied with the projects and differences complement themselves and programs that keep harping on the same that the talents of every one are brought string, and /or make up what has always out. Among the innumerous reforms that existed. we have been carrying out at the schools and school system where we are The researchers from LEPED/ Unicamp implementing a school for all, the have been working on the results of such preparation and making of curricula, at all projects and also on more favorable levels, implies interaction and no longer conditions for school inclusion. Many of distribution and transmission of knowledge those studies have been concluded and done unilaterally and hierarchically some are in course 2. They are doctorate oriented, from the teacher to the student. theses on Education and master’s theses Both can and should be co-authors of the that we advise at the Faculty of Education school plans, by sharing all of their acts, and which make up a patrimony of from the planning to the evaluation, and by inclusion related issues. having mutual respect. ______

The classes organized by cycles of 2 Among other works produced by LEPED, we highlight development eliminate the school levels the ones that follow, because they discuss issues that touch on: and the time for learning becomes an allied • transformations in the public school system to welcome and no longer an enemy of the students. all students: Brito de Castro 1997; The evaluation of learning becomes a two- Barros de Almeida, doctorate in course; Mantoan et al, 1999; way process in which not only one of its • inclusive nursery schools and pre schools;(action sides is evaluated, the student’s, without research): Vincentin, doctorate in course; knowing the other, the teaching and the Oliveira, master’s in course; teacher’s performance.

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• teachers discourse and professional identity of the • the use of new technologies and development of the teachers towards inclusion: Trindade de Lima, doctorate inclusive processes in schools: Campos, master’s thesis, in course; Marques, doctorate thesis 2000; 1998; Amorim, master’s in course; • the meaning of “regular” in the “regular” school: • social inclusion of the blind: Paula Arruda, master’s Teixeira dos Santos, doctorate in course; thesis, 2001; • inclusion at the workplace: Aloisi, doctorate thesis • bilingualism and inclusive education of deaf students: 1999; Giugni da Silva, doctorate thesis, Faria, doctorate in course; 2000; • , sports and inclusion of the blind in • special institutions and inclusion: Trindade de Lima, competitions: Ribeiro Luz, master’s master’s thesis 1999; thesis, in course.

What is essential, in our opinion, is that all own species. It is essential that we keep in the present and future investments of the mind that before worrying about the Brazilian schools should not repeat the students who are in the schools, we should past, but truly take into consideration the worry about the students who are out of the role of the school and its educators in school and everything that makes schools teaching the importance of the diversity in unfair, discriminating and excluding. all of its manifestations, including in our

REFERÊNCIAS

BAKER, J. (1987); GADEN, G. (l992). Apostila elaborada por ocasião do I Integration and Equality. In: G.Fairbain Congresso Paulista de Direitos da Pessoa and S. Fairbain (Org.) Integrating Special com Deficiência. São Paulo: Escola Children: Some ethical Issues (p. 12-25). Superior do Ministério Público da União - Hants, United Kingdom: Avebury. Procuradoria Federal dos Diretos dos Cidadãos, 2002. BRASIL. Constituição. Constituição: República Federativa do Brasil. Brasília: BRITO DE CASTRO, A. Inclusão escolar Senado Federal, Centro Gráfico, 1988. – do discurso à prática: um estudo sobre a Proposta de Educação Inclusiva do ______. MEC. Plano Nacional de Estado do Rio Grande do Norte/ Brasil. Educação. Brasília: MEC, 1998. Unpublished master's thesis, Faculdade de Educação da Universidade Estadual de ______. MEC. Política Nacional de Campinas, São Paulo, 1997. Educação Especial. Brasília: SEESP, 1994. BUNCH G. From there to here: the passage to inclusive education. ______. MEC . Lei de Diretrizes e Bases Exceptionality Education Canada, Vol. 4, da Educação Nacional. Brasília: MEC, Nos. 3 and 4, 1994. 1996. CONSELHO NACIONAL DE ______. Ministério da Justiça/ CORDE. EDUCAÇÃO. Câmara de Educação Declaração de Salamanca e Linha de Básica. Diretrizes Curriculares da Ação sobre Necessidades Educativas. Educação Especial no Ensino Básico. Brasília: CORDE, 1994. Mimeo – documento provisório. Brasília: MEC, 2001. ______. Ministério Público Federal.. Considerações sobre os direitos das pessoas portadoras de deficiência.

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DORÉ, R. Réussir l´intégration scolaire: experiência. Unpublished master's thesis, la deficience intellectuelle. Montreal Faculdade de Educação da Universidade (Quebec); Les Éditions Logiques, 1996. Estadual de Campinas, São Paulo, 1987.

FOREST, M. Éducation/Intégration. ______. Compreendendo a deficiência Deuxième série d’articles et d’éssais sur mental: Novos caminhos educacionais. l’intégration d’enfants qui présentent des São Paulo: Editora Scipione, 1989. besoins spéciaux en milieu scolaire régulier. ______. A solicitação do meio escolar e a Downsview, Ontario: Institut Alain construção das estruturas da inteligência Roeher, 1985 do deficiente mental: uma interpretação segundo a teoria do conhecimento de ______. Education/Intégration. A Piaget. Unpublished doctoral thesis, collection of readings on the integration Faculdade de Educação da Universidade of children with mental handicaps into Estadual de Campinas, São Paulo, 1991. the regualr school system. Downsview, Ontário : Institut Alain Roeher, 1985. ______. A integração escolar das pessoas com deficiência mental no contexto atual _____. Full inclusion is possible. Impact, da escola de 1o. Grau. Revista Integração, 1(2) 3-4, 1988. [São Paulo: Ministério da Educação/Secretaria de Educação ______; Lusthaus, E. Le kaleidoscope: Um Especial] 12, 16-19, 1994. défi au concept de la classification en cascade. In M. Forest (Ed.) Education- ______. (Org.) . A integração de pessoas Intégration. Downsview, Ontario: com deficiência: ontribuições para um L'Institut A. Roeher. Vol II, 1-16, 1987. debate sobre o tema. São Paulo: Memnon - edições científicas, 1997. FREIRE, P. of the oppressed. New York:Seabury Press, 1971. ______. Ser ou estar, eis a questão: compreendendo o déficit intelectual. Rio _____.The politics of liberation: culture, de Janeiro: WVA Editora, 1997. power and liberation. South Hadley, MA Bergin and Garvey, 1985. ______. (Org.) (2002).Caminhos pedagógicos da inclusão. São Paulo: HALL, S. A identidade na pós- MEMNON - edições científicas. modernidade. Trad.Tomás Tadeu da Silva e Guacira L. Louro. 4ª edição. Rio de MC LAREN, P. (2000). Multiculturalismo Janeiro: LP&A editora, 2000. revolucionário: pedagogia do dissenso para o novo milênio. Trad. Márcia Moraes LARROSSA, J.; PÈREZ DE LARA, N. e Roberto C. Costa. : Artes (Orgs.) (1998). Imagens do outro. Trad. Médicas Sul. Celso M. Teixeira. Petrópolis, RJ: Vozes. MAZZOTTA, M. J. S. Educação especial ______; SKLIAR, C. (Orgs.). Habitantes no Brasil: história e políticas públicas. de Babel: políticas e poéticas da São Paulo: Cortez, 1996. diferença. Trad. Semíramis Gorini da Veiga. : Autêntica, 2001. MORIN, E. Os sete saberes necessários à educação do futuro. Trad. Catarina E. F. Mantoan, M. T. E.. Educação de da Silva e Jeanne Sawaya – ver. Edgard de deficientes mentais: O itinerário de uma

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Assis Carvalho. São Paulo: Cortez; BRASÍLIA, DF: Unesco, 2000.

______. A cabeça bem feita: repensar a reforma, reformar o pensamento. Rio de Janeiro: Bertrand Brasil, 2001.

SANTOS, B. S. . A crítica da razão indolente: para um novo senso comum. 3ª edição. São Paulo:Cortez, 2001.

SILVA, T. T. (Org.). Identidade e diferença: a perspectiva dos estudos culturais. Petrópolis, RJ: Vozes, 2000.

STAINBACK, S.; STAINBACK, W. A rationale for merger of special and regular education. Exceptional Children, 51(2) 102-111, 1984.

Maria Teresa Eglér Mantoan Ph.D. Campinas State University Faculty of Education Laboratory of Studies and Research in Teaching and Diversity - LEPED/Unicamp Brazil E-mail: [email protected]

Rev. online Bibl. Prof. Joel Martins, Campinas, SP, v.1, n.3, jun. 2000