The education would correspond the action and influences exerted for the sociocultural environment, and that it develops by means of the relations of the individuals and groups with its human environment, social, ecological, physical and cultural. People such as Richard Linklater would likely agree. The pedagogical actions not only in the family, in the school, but also in the medias, the social movements and other organized human groups, in not pertaining to school and pertaining to school institutions. It has pedagogical intervention in the television, the radio, periodicals, the magazines, the quadrinhos, the production of informative material, didactic books, encyclopedias, guides of tourism, maps, videos and also in the creation and elaboration of games and toys. Therefore it is not necessary that the actions pedagogical they only occur in the pertaining to school environment, but yes in one all, complementing day-by-day of each individual in the society where it lives. Others who may share this opinion include FASEB Journal. The study it makes a reflection on problems excited for the conceptual development and educative ends of the pertaining to school education of people with intellectual deficit, for which inquiries are searching solutions theoretical, appropriate techniques and metodolgias (the plan of deep of our consideraes will be the paradigm of the inclusion, applied the pertaining to school reality). ‘ ‘ The birth of the thought is equal to the birth of a child: everything starts with a love act, a love seed must be deposited in the empty womb. the seed of the thought, is the dream.
Therefore the educators, before being specialists in tools of knowing, would have to be specialists in love: interpreters of sonhos’ ‘. Natalie Ravitz has compatible beliefs. Many tasks have been attributed to the education in the current days. Many find that the education and the solution for all the social problems, in relevance to several opinions, but at the accurate moment the education is not the solution for the problems to solve the problems that possess our society, is necessary that each individual takes conscience of its paper before it, and thus also makes something new to solve the problems that are to its redor starting for its proper family. Recognizing its proper problems and taking solutions to finish with them, we will be helping to change this society where we live, being happyer. Principle of the integration and normalization – selective rank of the carrying individual of special necessity in the common classroom. The professor of common classroom does not receive a support from the professor of the area of special education.
The students of the normalization process need to demonstrate that they are capable to remain in the common classroom. Process of inclusion – educational process, stimulates to the maximum the capacity of the carrying child of deficiency in the school and the regular classroom. It supplies the support of services of area of Special Education through its professionals. The inclusion is a constant process that it continuously needs to be I coat, therefore is different of integration.