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inclusive education is still a controversial, non-consensual issue that generates doubts and insecurities for educators. In this sense, this article aims to reflect on the educational reality found by this public, and present the work done by the NAPNE (Center for Assistance to People with Specific Educational Needs) of the Federal Institute of Education, Science and Technology of Rio Grande do Sul Regarding the methodology used, this is a qualitative research, with a theoretical nature, through a literature review of the current legislation and the IFRS Institutional Pedagogical Project.
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