Educando pela diferença: a importância do professor com deficiência em sala de aula

Abstract

This research aims to point out, among the various biases of the proposal for inclusive school education, an exclusive path: that of the teacher with disabilities and his non insertion in the educational environment. Furthermore, to show how important their representativeness can be before the school environment and society, as a motivating factor and subject, for teachers and students, with or without disabilities, combining their subjectivity, life experiences and training with teaching theory and practice, in addition to its fundamental role in the construction of educational strategies aimed at inserting students in the classroom who need differentiated assistance.