INCLUSIVE EDUCATION FOR PEOPLE WITH DISABILITIES: TEACHER'S PROTAGONISM AND COMBAT PREJUDICE

Abstract

Objectives: The present work aims to demonstrate that inclusive education is an instrument to combat prejudice, as well as the central role played by the teacher in this process. The research sought to understand what inclusive education is, how it is inserted in the education of people with disabilities and the current legislation. The research was restricted to the inclusive education of people with disabilities - inclusion, in a broad sense, would be of any minority that is excluded or segregated and would require a more vigorous work. Methodology: The research was documental and bibliographic, of qualitative character, with exploratory nature, working with deductive reasoning. The question that sought to be answered is whether the inclusive education of people with disabilities is a way of fighting prejudice in society and what would be the role of the teacher in this process. Result: It is concluded that the inclusive education of people with disabilities is a way of fighting prejudice in Brazil, as it makes students, with or without disabilities, to socialize every day, strengthening ties and relationships. And that the teacher is the main, but not the only actor and factor in the application of inclusive education. Contributions: Research has shown that a topic is of great social and academic relevance - delicate and subject to much discussion in society. Regarding the role of the teacher, the research highlights that his role is decisive in the success of inclusive education, being necessary, however, that he has adequate pedagogical training.