BRAZIL AND CANADÁ:

Comparative study of inclusive educational practices

Abstract

This article is the result of experiences lived by two authors. Both work in the area of ​​inclusion of a Municipal Department of Education in the interior of the state of Rio de Janeiro - Brazil. One of them had the opportunity to participate in a program financed by CAPES, in Canada, whose premise was the presentation of pedagogical intervention projects with a work proposal to be developed at the school or in the teaching network where it operates. The other is in a post-doctoral internship in the Postgraduate Program in Education, Culture and Communication (UERJ). Both are participating in actions by the Special and Inclusive Education Center (NEEI-UERJ). The ongoing study is justified considering that the practices, which seek to be inclusive, developed to date in the municipal public education network, have still encountered many barriers. The general objective is to obtain primary data about inclusive actions outside Brazil where there are other references to compare the realities experienced in the municipality where the authors work. In this sense, a comparative analysis will favor a broader view of the current reality of inclusion in the municipality and will enable the projection of more inclusive public policies. It is expected to find consistent results that can provide better practices so that people with disabilities can effectively guarantee their constitutional right to Education.