O direito de aprender e os alunos público-alvo da educação especial

Abstract

This paper aims to discuss the right to learn of special education students, based on the Historical Cultural-Theory and Historical-Critical Pedagogy, presenting the vectors of both public policies and pedagogical practices. As methodology, a bibliographic survey has been conducted and personal experience on the topic has been studied. The text indicates that, although this public is enrolled to the regular school, many of them are still over the margins of the teaching-learning process. As final considerations, it highlights that it is necessary to start a new phase on the Brazilian special education, which is translated into the right to learn in a classroom, which will require a new pedagogical approach with these students, who have potentialities and can benefit from the schooling process.