PUBLIC POLICIES: OTHERNESS AND INCLUSION IN THE CLASSROOM

Abstract

Until the mid-20th century, access to the school environment for people with disabilities was quite traumatic, marked by segregation and social exclusion. However, over time this reality has transformed, and people with disabilities have been given the right to attend regular schools, thus providing greater participation and the pursuit of quality and inclusive education. Public policies, curricular guidelines, and social projects have helped and continue to help consolidate education for all, based on empathy and otherness as a way to bring people closer together in the school context. Considering these aspects relevant to inclusion in the classroom, the theme of this article focuses on discussions regarding the need for and importance of public policies and otherness for the development of inclusive practices in the school environment. The guiding question seeks to understand: How can the school promote the inclusion of students with disabilities through interpersonal relationships conducive to personal and social development in a more humane conception and with respect for differences, as suggested by current educational guidelines? In this sense, the school should favor the construction of ethical subjects capable of living in community. The main objective of this study is: To investigate, through theoretical foundations, the role of public policies in promoting the inclusion of people with disabilities in mainstream education in an inclusive manner. The specific objectives are: To understand the need to view disabilities as individual characteristics of people; to understand the role of alterity in promoting inclusion and in building a welcoming educational environment that respects differences; to analyze the historical trajectory of public policies in favor of education for diversity. The methodology employed involves bibliographic research.