Inclusive public policies and differences in the school context

Abstract

This paper presents two studies that discuss the right to education and respect for differences in the school context, based on the principles of Inclusive Education and the legislation that supports the specific needs of students with disabilities and quilombola students. From a multicultural perspective and narrative research, we aim to understand how the school has organized itself to serve them, how teachers are dealing in the classroom with these students and what challenges have been encountered. The studies pointed out that there are specific documents that subsidize and ensure the education of these students, but there are difficulties on the part of managers and teachers in operationalizing the pedagogical actions. Although carried out in different contexts, teachers talked about the need to learn to deal with something that is new to them, about the impacts of receiving in the classroom mainly children with disabilities, which demonstrates the need to propose formative actions that teachers.