Funções e especificidades da escola pública nos processos inclusivos

Abstract

ABSTRACT: This article aims to discuss, in a reflective way, the functions and specificities of the public school, in an inclusive perspective. The research problem emphasized in this study generated the following question: why is there still a lack of understanding about the functions and specificities of the public school in relation to inclusive processes? The methodological option was the qualitative research, supported by bibliographic references that provided theoretical support for the accomplishment of the study. The results indicated that in the public school, in an inclusive perspective, there is a lack of understanding regarding its specificity (which is to guarantee to the students a cultural and scientific formation, through education, established in historically defined pedagogical relations). There can be also detected a misunderstanding concerning their role or function (which is to guarantee the student a systematized knowledge, based on teaching). Thus, this function does not become effective for students with special educational needs (SEN), since education is not yet a guaranteed right for all.