FOR THE RIGHT TO LEARN: CONTRIBUTIONS OF THE SOCIAL MODEL OF DISABILITY TO SCHOOL INCLUSION

Abstract

The present text, configured from a literary review process, begins by making an unwavering defense of the principle of inclusion as the cornerstone of the production of a democratic and libertarian educational practice. It directly contests Presidential Decree n. 10,502, of September 30, 2020, temporarily suspended and establishing the new National Policy for Special Education as it is based on a fragile idea of ​​inclusion as the presence of students with disabilities in regular classrooms without taking in notes the profound and unavoidable transformations that the supposed inclusive denotes in the sense of enabling everyone to learn satisfactorily with a view to equal participation in society. Effectively including people with disabilities in schools requires curricular adjustments, didactic reconfigurations, construction of accessible spaces, but fundamentally presupposes the transformation of the way in which disability is conceived in the school field and that for a significant portion of time in our history was linked to a clinical perspective that took disability as a deficit. Against this conception, as false and narrow, the social model intervened when demarcating disability from the perspective of the cultural production of the phenomenon and under the perspective that the limitations manifested in given impediments will unfold, when complemented by cultural tools, in endless educational possibilities and new forms of human development, reasoning that plays a transforming role in teaching practices and to which this work is linked.