LEARNING AND INCLUSION: ANALYSIS OF THE CURRENT RESEARCHES AND THEIR RELATIONSHIPS WITH THE COGNITIVE DEVELOPMENT IN THE PEDAGOGICAL SPACE

Abstract

This article mainly aims to make a broad reflection about the moment of current research and productions in the field of Special Education. Along its development, it intends to question the recent courses in the educational field, more precisely about the inclusive processes. When scanning these territories, the discussion is on fields and territories to be explored, as a possibility of enhancing the understanding of the elements which involve the inclusive processes. The intended way rescues the social role of school and its construction of knowledge. To reinforce the knowledge, this paper intends to relate the established learning in the singular space of cognitive formulations and in what parameters it can be carried out and assessed. The evaluation theme is seen as a form of understanding the internal constructions that are built besides the relational constructions presented so far. The broad discussion is used to, in a didactic way figure out how the cognitive process is established in this new moment of the school context. To bring these intrinsically related elements that obey different formations, although inter-related, there are questions about the established parameters for its understanding, its supporting rules and developed actions for its accomplishments. Key words: Inclusion; Cognition; Research.