Uma perspectiva crítica referente ao modelo de educação inclusiva: análise sobre a inclusão de crianças com deficiência intelectual na escola regular

Abstract

This undergraduate thesis analyzes the inclusion policy for children with intellectual disabilities in regular early childhood education in Brazil, from a critical Social Work perspective. The research starts from the premise that early childhood education, historically consolidated under the aegis of capital and labor exploitation, transitioned from a welfare-based model to the guarantee of rights as the first stage of basic education following the LDB 9.394/1996. The central objective is to understand the social potentials and obstacles that impact the effectiveness of school inclusion, differentiating it from processes of mere formal integration. The methodology is grounded in the critical-dialectical perspective, utilizing bibliographic and documentary research, alongside reflections derived from practical experiences in the school environment and at the Child and Adolescent Psychosocial Care Center (CAPSi) in Juiz de Fora. The theoretical framework articulates a critique of neoliberal thought in education- which subordinates it to the logic of the market and "human capital" - with the principles of democracy and human rights. The analysis demonstrates that mercantilist logic and the precariousness of public policies transform the right to education into a strategy for social containment, where inclusion is often limited to enrollment without guaranteeing the objective conditions for integral development. It concludes that overcoming these gaps requires that inclusive education ceases to be seen as a technical adjustment for poverty management and becomes an emancipation project, ensuring that the singularity of the child with intellectual disabilities prevails over medical reports and the logic of productivity.