‘Inclusion’ and ‘Democracy’ in Education: An exploration of concepts and ideas for occupational therapists

Abstract

ABSTRACT Assuming the Brazilian context, emphasis is placed on occupational therapists’ reflections to contribute to an international dialogue on concepts that support practices in schools/the educational sector that are still little explored. Initially, the World Federation of Occupational Therapists’ position, which adheres to a certain perspective of ‘Inclusion’, applied to schooling processes is challenged. We aim to foster theoretical development about the concept of ‘Inclusion’ in education, in dialogue with occupational therapy and its proposals for this area. The defence of a democratic school by occupational therapists is advocated considering its limitations and possibilities in a society founded on inequality. The question remains as to which new concepts will underpin our practices or whether we can/should assume the task of rewriting/reframing them in search of what motivates us: concern to ensure, in daily professional practice, the access, permanence and, mainly, participation of those who are outside school.