Neste artigo, apresenta-se uma breve revisão da história da inclusão escolar, desde o século XVI até os dias atuais. O objetivo é apontar, nessa perspectiva, as dificuldades dos professores em atuar de maneira inclusiva e discutir a formação continuada na política educacional vigente em escolas regulares brasileiras. Espera-se demonstrar com este trabalho que não basta garantir somente a inclusão das crianças deficientes na escola, mas mudanças devem ser feitas no pensamento dos educadores e efetivadas as verdadeiras transformações na prática habitual das escolas, dos professores e dos demais profissionais da educação, segundo as políticas da legislação vigente.
This article presents a brief review of the history of school inclusion, since the century XVI to the present day. The goal is to point, inside of this perspective, the teachers’ difficulties to act in an inclusive way and discuss the continuous formation in the educational politic valid in Brazilian regular schools. It was hoped to demonstrate with this work that is not enough guarantee only the inclusion of disabled children in school, but that changes should be made in the thoughts of educators and that it is necessary execute the true transformations in practice habitual of the schools, of the teachers, and of the other professionals of the education, according to the politics of the effective legislations.
Cet article présente un bref aperçu de l’histoire de l’inclusion scolaire, à partir du XVIeme siècle à nos jours. L’objectif est de souligner, dans cette perspective, les difficultés des enseignants à agir inclusivement et discuter la formation continue sur la politique éducative actuelle dans les écoles ordinaires brésiliennes. Il est destine a démontrer avec ce travail qui ne suffit pas d’assurer l’intégration des enfants handicapés à l’école, mais que des changements devraient être réalisés dans les pensées des enseignants et qu’il faut prend effet des véritables changements dans la pratique habituelle des écoles, des enseignants, et d’autres professionnels de l’éducation, selon les politiques de la législation actuelle.
