Da epistemologia clássica da educação à inclusão escolar: desafios e perspectivas

Abstract

This article is dedicated to examine the specificities of inclusive education, from the institutional implementation of the practice to the action. It is argued that inclusive education presents a challenge in front of which constitutes the gap between classical epistemology of education and inclusive education. That is, if a side from classical epistemology school action uses as a basic assumption homogeneity, functionality and evolution, on the other hand, the basic assumption of inclusive education is that the differences constitute constructive factor, from exchanges the resulting experiences of the different life experiences built on specifics and social singularities. But if the school institutions, rules, norms and values, still seats on the assumption of classical epistemology of education, social and academic world acts to create paths that enable inclusive education, such as the conquest of legislation and the pressure made on the school in order to welcome the differences and social singularities.