BRAZIL AND CANADÁ: Comparative study of inclusive educational practices

This article is the result of experiences lived by these two authors. Both work in the area of inclusion of a Municipal Department of Education in the state of Rio de Janeiro - Brazil. One of them had the opportunity to participate in a program in Canada, funded by the CAPES (Coordination for the Advancement of Graduate Education Personnel). The program aimed at the presentation of pedagogical intervention projects which carried the proposal of prospect development at the school or in the local educational system in which the authors work. The other author is in a post -doctoral apprenticeship which is part of the Postgraduate Program in Education, Culture and Communication (UERJ). Both authors develop actions promoted by the Special and Inclusive Education Center (NEEI-UERJ). The ongoing study is justified face of the multiple obstacles found on the development of inclusive practices throughout the municipal public educational system. The main objective of this paper is to obtain primary data about inclusive actions abroad where there are other references which can be compared with the realities experienced in the town where the authors work. In this sense, a comparative analysis will favor a broader view of the current reality of inclusion in their local educational system and will enable the projection of more inclusive public policies. We expect to find consistent results that can provide better practices so that people with disabilities can effectively guarantee their constitutional right to Education.