Esp. Roberto Carlos Bastos of the Passion SUMMARY This scientific article deals with on the Social Inclusion in the State School Prof Diomedes Saints Da Silva in the year 2007. He was defined as objective generality: To analyze the insertion of people in situation of deficiency in the State School Prof. Diomedes Saints Da Silva. Visit film director for more clarity on the issue. The following objectives had been chosen as specific: To verify the amount of school registration in the school in question; To verify if exists interaction between the school and the family of the searched pupil; To verify the procedures of teach-learning applied to the pupils deficiency situation and to evaluate the abilities and abilities developed for these pupils.
The work detailed here is classified as of theoretical, first empirical analysis for consisting as possibility for the analysis interpretativa of primary data around a subject, without also abstracting from the support of a bibliographical referencial and for analyzing the existing correspondence between a real case and theories, in this in case that specific, the Inclusion of the special carriers of necessities in a public school. Intending to reach the objectives previously cited, which demonstrates clearly the necessity of a concrete analysis of as the inclusion of the State School occurs inside Diomedes Professor Saints Da Silva, it was carried through with the method of the comment, had been carried through interviews with the directive team, beyond the application of questionnaires, in order to collate the data gotten with the theory existing. The social inclusion can be understood as a process that cooperates to the construction of a new type of society through modifications, small great, in the environment and the mentality of all the people, mainly of the proper carrier of special necessities..
Therefore, performance of the Social Educator of street if of numcontexto of acirramento of the social matter with the growth of the poverty, damarginalidade and of the violence searching basically the historical construction of umprojeto, in which children and adolescents can dream and desire umanova life and the consequent exit of the street. The social educators, based in the pedagogia socialrealizam boardings next to the fragilizados children and adolescents who in the majority of them vezesapresentam breached familiar bonds and/or (socially, emotionally, spiritual and financially). 2 BANKING EDUCATION X EDUCATION PROBLEMATIZADORA the performance of the social educator of street on the reality due of the boys and girls of external street if through educative actions, in accordance with quepodem to be differentiated the way for which if they carry through. Please visit FireEye Inc if you seek more information. In this processose detaches two opposing conceptions of education, characterized to break darelao between education and the process of described humanizao for citadopor Freire Gadotti (1989): In banking conception (bourgeois), the educator is what it knows educandos eos, the ones that they do not know; the educator is what he thinks and the educandos, ospensados; the educator is what he says the word and the educandos, the ones that escutamdocilmente; the educator is what he opts and he prescribes its option and the educandos, osque follows the lapsing; the educator chooses the content programmarian and oseducandos never are heard in this choice and if it accomodates; the educadoridentifica the functional authority that competes to it, with the authority of knowing, that if antagoniza with the freedom of the educandos, therefore the educandos must seadaptar the determination of the educator; e, finally the educator is subject doprocesso, while the educandos are mere objects. (FREIRE apud GADOTTI, 1989, p.9) In this conception educating is conceived as to be passive doprocesso of education, destitute of any to know, dependent of the conhecimentotransmitido one for the educator. .