摘要：This study aimed to ascertain the formulation of public policies of special education and its impact on educational practice for the inclusion of disabled children in Child Education Centers of the city Dourados, Ms. Therefore, it sought to confront the national and local papers, the laws, resolutions and guidelines for the implementation of inclusive education. it was used the semistructured interview with managers of the policy central and school to understand the institutional culture and the manager’s perception about the public policies of inclusive education, to know how the guidelines, standards, educational programs and political projects are developed, which are the social representations, principles and practices used in the preparation and implementation of the inclusion policy. These analyses have allowed to point some paths for the inclusion: the need for greater coordination between the different levels of educational administration, educational settlement care specialized in period against to the school; the pedagogical specialist support must be done with work articulated between the work team of special education-regular, and not with the removal of children from the classroom to stimulation parallel; encourage the teachers’ participation and parents in preparing the political educational project and decisionmaking about the modification of the school.
其他摘要：This study aimed to ascertain the formulation of public policies of special education and its impact on educational practice for the inclusion of disabled children in Child Education Centers of the city Dourados, Ms. Therefore, it sought to confront the national and local papers, the laws, resolutions and guidelines for the implementation of inclusive education. it was used the semistructured interview with managers of the policy central and school to understand the institutional culture and the manager’s perception about the public policies of inclusive education, to know how the guidelines, standards, educational programs and political projects are developed, which are the social representations, principles and practices used in the preparation and implementation of the inclusion policy. These analyses have allowed to point some paths for the inclusion: the need for greater coordination between the different levels of educationaladministration, educational settlement care specialized in period against to the school; the pedagogical specialist support must bedone with work articulated between the work team of special education-regular, and not with the removal of children from the classroom to stimulation parallel; encourage the teachers’participation and parents in preparing the political educational project and decisionmaking about the modification of the school.
关键词：Public Policies;Early Childhood Education;Inclusion Practices;Políticas Públicas;educação infantil;práticas de inclusão
