INCLUSÃO ESCOLAR DE ALUNOS COM DEFICIÊNCIA MENTAL NO ENSINO FUNDAMENTAL : entre o possível e o desejável

Abstract

The school inclusion of students with mental deficiency on basic education represents a great challenge to the municipal teaching system. To the municipality is required to offer the basic Education for the students. The school inclusion of people with mental deficiency is of the utmost importance for the formations and socialization of the children as well as the learning of social paper in order to avoid future disturbaces as to the students learning. The goal of this dissertation is to considerer how is happening the process of school inclusion of people with mental deficiency on basic Education of the municipal teaching system in São Luís of Maranhão. A descriptive search was realized to reach the sketch goals, when it was chosen the dialectical method with a qualitative treatment. Five principals and twenty-one teachers of pole school were analysed. On the collect of information it was used the analysis of internacional, national, state and municipal files about social inclusion as well as interviews half-structuralized with those principals and teachers. The places of the field research were five pole schools situated on the urban area of São Luís in the quarters Centro, Cohab, Pão-de-Ácúcar, Cidade Operária e Alemanha. The results show that principals made a perception of students with deficiency as human beings with limitations and potentiality, while the teachers still have the need to create a label to themselves , they present a light or expressed bias wich reveal itself an impeditive way to the students success and the pertaining as to the school inclusion of students with mental deficiency in the basic Education. The paper also considered the formation, that s to say the special educational courses directed to the right treatment of such students. It was revealed that those professionals have not the desired courses as to the mental deficiency of population of students at the municipal pole schools. It was verified that, at the pole schools of the municipality teaching net, the inclusion adopted is that with maintenance of the modalities of attendance in special education. Later the students are directed to regular rooms. This procedure however is only the principle of integration not that one of inclusion. The municipality system seems to work the approaches and molds of the integrated Education; the students with mental deficiency must reveal themselves apt to frequent the regular classrooms.