The bonds in the school inclusion: on bows, fastenings and knots

Abstract

The present work intends to launch reflections on bows, fastenings and knots that are necessary or inevitable for the inclusion process of significantly different individuals in the school context. It brings some ideas developed by the author as a psychologist and researcher at the context of a regular school of primary and secondary education. The main objectives of the research had been to verify the group and institutional implications of the inclusion and the approaches and separations between the desirable and possible inclusion, as well as the contributions of the psychologist for this process. For the discussions, the author approached what
is beyond the legal issue and seems to be fundamental when one considers the inclusion in fact, as this is not ready, but the part of a process that is alive and in transformation.