Mantoan (2003, P. 24) understands that ' ' inclusion implies changes of educational perspective, therefore it does not reach only pupils with deficiency and the ones that present difficulties to learn, but all demais' '. The school it has the function to work for the overcoming of the difficulties of the child, with reverence to the diversity, and, with effect, to search to insert the different ones in regular education. Analyzing the Brazilian education, of the legal point of view, we notice the majority of the laws excluded in the proposals of the government, this if it becomes more clearly when we come across with the specialized educational promise. In our society the normative laws, decrees and do not guarantee the right of equality of the rights.
The educational politics allow the authentic expression of the human beings, but we cannot be ingenuous the point to think that with the existence of them the society will only be inclusive. The Brazilian schools are leaving to desire, are urgent that to face the change challenge. We need to acquire conscience of the educational crisis that we are facing. We cannot make of our formal meeting or informal spaces and times of claim of our pupil, of our wage or questionings of practical ours and concerns with measures for disruption of the pessimism. So that the inclusion rule carries through in the practical one, she is necessary that all the community to flow off and social has as challenge the knowledge of the educational politics that favor the insertion and stability of the special pupil in the school and the society as authentic citizen. Many when finding with problems and impediments of the daily pertaining to school, we leave to notice how much we take off advantage with them.
Everything depends on the center that if analyzes the stimulaton. We have that to face it as a growth chance, and not as a problem. The insertion points with respect to the necessity to deepen the debate on diversity. This implies in searching to understand the individual and collective heterogeneidade, differences and especificidades, and, over all, the diverse ones situations lived in the social reality and the daily pertaining to school. CONCLUSION EDUCATION OF QUALITY In the traditional school education was given of form mechanics, focado in the professor and the pupil was considered a passive citizen. He did not have schools for all. In this archetype, the professors were unaware of to psicopedaggicas the educational theories and e, in practical the pedagogical one, education was the same for all. With democratization of pertaining to school education, it makes possible a diversity of pupils registered our schools. The school was installed to take care of to other social groups e, to give account of its mission, needs, with effect, to consider the new knowledge. For efetivao of the proposal of education for all it is excellent to consider some criteria, as: the responsibility of the community as a whole in the accompaniment, evaluation and application of the public politics of the inclusion; a teaching formation that is capable to provide one practical social reflexiva, as well as mediaes that contemplate the multiple abilities of the human being. BILBLIOGRAFIA Child and development, II/educative Necessities and inclusive education. So Paulo: Pearson Prentice Hall, 2010. (P. 272 the 309). Authors: Cintia Gomide Biscotte, Adriana Vaz Efsio Emanuel, Denise Rodovalho Scussel, Luciana Faleiros Cauhi Salomo and Maria Clia Borges.