INCLUSIVE EDUCATION AS A COUNTERPOINT TO THE CURRENT SYSTEM OF HOMOGENIZING AND MERITOCRATIC TEACHING

Abstract

The purpose of this paper is to present points and counterpoints about the interpretation of the precariousness of Brazilian education attributed to the new paradigm of inclusive education. We present discussions on the theme based on the texts "The perverse dualism of the Brazilian public school: school of knowledge for the rich, school of social care for the poor " by Libâneo (2012) and "The right to be, being different, at school", by Mantoan (2004). In the light of the abovementioned texts, this paper exposes the following guiding question: is inclusive education guilty of promoting social welfare education over the teaching of systematized content? The methodology used was a bibliographical research in Libâneo (2012), Mantoan (2004) and Zanardini (2014). The results of this research demonstrate that inclusive education represents a breakdown of paradigms already embodied by the current system of homogenizing and meritocratic teaching, as well as the restructuring of the work of professionals in the area. It was verified that the assumptions of inclusive education have been usurped by neoliberal slogans in order to disguise the educational crisis in our country, reflecting a palliative government action, with the objective of fulfilling demands of multilateral organisms to comply, in a minimal way, with a portion of society previously excluded, since, by fragmenting the quality of education to the interests of groups, the issue is no longer a class struggle and turns out to represent the achievements of some groups, once socially excluded.