Abstract
Although there is broad support in the current Brazilian legislation and many curricular documents published in the last three decades, we still face the challenge of the inclusive education in our classrooms. This is a qualitative research in which we investigate the perception of three school pedagogical coordinators about the inclusion of disabled children in regular classes of Elementary and High School of the schools that self-declared favorable to the Inclusive Education. The results suggest perceptions of Inclusive Education with specific goal to comply with current legislation, which aims exclusively at the socialization of the disabled as a target of charity, without great teaching learning goals that allow equal access to school knowledge and continuity of study in the educational system.
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