Childhood and inclusive education
DOI:
https://doi.org/10.5007/%25xAbstract
This article proposes some arguments about childhood inclusion and recognition as a social category in the realm of the debates on inclusive education. In that sense, it points out the necessity to (re)signify discourses and practices that in fact includes childhood and children into schools different times and spaces, in order to allow them to participate on the construction of a shared world.
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