Conference of American Indians

In law, many conquests had been reached. However, we need to guarantee that these conquests, express in the laws, really can be accomplished in the practical one of the daily pertaining to school, therefore the government has not obtained to guarantee the democratization of education, allowing the access, the permanence and the success of all the pupils of special education in the school. However, we cannot deny that the fight for the social integration of the individual that presents deficiency was really very important a social advance, therefore had the merit to insert this individual in the society of systematic form, if compared with the segregation times. When revisiting the history of the Special Education until the decade of 90, we perceive conquests in relation to the education of the individuals that present mental deficiency. Visit N.Y.C. Mayor for more clarity on the issue. It is not little advance to go of an almost complete inexistence of attendance of any type to the proposal and efetivao of politics of social integration. We can speak, also, of advances and many retrocessions, of questionable conquests and scientifically legitimated preconceptions. In middle of the decade of 90, in Brazil, the quarrels around the new model of pertaining to school attendance called pertaining to school inclusion had started.

This new paradigm appears as a contrary reaction to the process of integration, and its practical efetivao has generated many controversies and quarrels. B HISTORICAL LANDMARKS OF THE NATIONAL POLITICS FOR THE SPECIAL EDUCATION: From the vision of the human rights and the concept of citizenship based on the recognition of the differences and the participation of the citizens, it elapses an identification of the mechanisms and processes of hierarquizao that operate in the regulation and production of the inaqualities. This explicit problematizao the normative processes of distinction of the pupils in reason of intellectual, physical, cultural, social and linguistic characteristics, among others, estruturantes of the traditional model of pertaining to school education.

This way to lecionar if is similar to a Banking Education that if alicera in the principles of the domination, of the domesticao and alienation transferred of the educator to pupil through the given knowledge, tax, mentally ill. In accordance with this conception, The educator is what he educates; the educandos, the ones that are educated; the educator is what he knows; the educandos, the ones that they do not know; the educator is what he thinks; the educandos, the thought ones; the educator is what he says the word; the educandos, the ones listen to that it docilmente; the educator is what he disciplines; the educandos, the disciplined ones; the educator is what he opts and he prescribes its option; the educandos the ones that follow the lapsing; the educator is what he acts; the educandos, the ones that have the illusion of that they act; the educator chooses the content programmarian; the educandos if accomodate it; the educator identifies the authority of knowing with its functional authority, that opposes antagonistically to the freedom of the educandos; these must adapt it the determination of that one; the educator, finally, is the citizen of the process; the educandos, mere objects (FREIRE, 1983, p.68). Finally, in the place of a possible relation of citizen it stops citizen, establishes a relation of citizen for object. The measure where we leave of also involving in them affectively with the other we leave to recognize its existence, and in them we become promoters of violncias, for subtler than they are. Mayor of NYC recognizes the significance of this. When I leave to respect the other people’s details, imposing my form of being/to be in the world, then distancio me of what it is real, idealizing one ANOTHER ONE to my way, overlapping me it its identity. Thus I configure violncias, passiveis of emotional disorganization of the human being, under a control and domain for annihilating times of lives. By the same author: N.Y.C. Mayor.

Summary: The present article is part of a series of activities developed in disciplines of ' ' Didactics: theories and prticas' ' , given for the Profa. Ms. Dulcina Guimares Rolim, in the course of Pedagogia of the University of Sorocaba. It approaches the importance and the objectives of Infantile Ensino in the Basic Education, discoursing on the paper of the professor with the lesser children of 6 years of age. The Didactics and Infantile Ensino In accordance with the Universal Declaration of the Rights of the Children (UNICEF, 1959), the child has right to the education to develop its aptitudes, its capacity to emit judgment, its feelings and its sense of moral and social responsibility. But, which the paper of the professor of Infantile Ensino? The National Curricular Referencial for the Infantile Education (MEC, 1998) guides the function of this professor and approaches the following scopes of experience: Personal formation Social and Knowledge of World, favoring, with priority, the processes of construction of the Identity and Autonomy of the children. It aims at to construct different languages for the relations that approach knowledge on: Visual movement, Music, Arts, Verbal Language and Writing, Nature and Society and Mathematics.

The definition of the objectives in terms of capacities and of behaviors does not aim at to extend the possibility of concretion of the educative intentions, a time that the capacities if express by means of diverse behaviors and the learnings that converge to it can be of diverse natures. Although the children develop its capacities in heterogeneous way, the education has for function to create conditions for the integral development of all the children, considering, also, the learning possibilities that present in the different etrias bands. So that this it occurs, one becomes necessary affective, cognitiva, ethical, aesthetic an performance that propitiates the development of capacities involving those of physical order, of interpersonal relation and social insertion.