DFL Rally

Students without deficiency: They have access to a gamma well ampler of social papers; they lose the fear and the preconception in relation to the different one; they develop the cooperation and tolerance. Most they are prepared for the adult life because since early they assimilate that the social people, families and spaces are not homogeneous and that the differences are enriquecedoras it human being. The education in the pertaining to school perspective is a human question of law, and the individuals with deficiencies must be part of the schools, which must modify its functioning to include all the pupils. This is the message that clearly was transmitted by the Declaration of Salamanca/Spain (1994, World-wide Conference On Special Education, UNESCO) in defense of a society for all breaking of the basic principle of that all the people must learn together, independent of any difficulties or differences that can have. Resolution CNE/CEB n 2, of 11 of February of 2001, defends that ' ' the education systems must register all the pupils, fitting to the schools to organize themselves for the attendance to the educandos with educational necessities special, assuring the necessary conditions for an education of quality for todos' '.

The politics of inclusion of the pupils in the regular net of education who present educational necessities special, does not only consist of the physical permanence of these pupils, but the intention to review conceptions and paradigms as soon as, respecting and valuing the diversity of these pupils, demanding the school defines the responsibility creating inclusive spaces. Of this form, the inclusion means that he is not the pupil who if molds or if adapta to the school, but the conscientious school of its function, places it disposal of the pupil. The inclusive schools must recognize and answer to the diverse difficulties of its pupils, accomodating the different styles and rhythms of learning and assuring a organizacionais education of quality for all by means of appropriate resumes, modifications, strategies of education, resources and partnerships with its communities.

Some unfoldings above cited, gifts in you practise of management of the water, finish for inserting other 0 variable in this context, that, in turn becomes, it still more complex. When if it thinks about the consumers of the hdricos resources, becomes necessary to consider, in systemize way, four important boarded aspects already separately: ) The possibility of agents to be unprovided of the access to the water due to financial resource to acquire the good in question; b) The necessities human beings to consume water for the survival do not correspond to the form that the capitalism wants to impose with the mercantilizao of the water; c) the existence of external factors to the control of the using potentials and that they hinder or they limit its access, such as the norms and laws that establish the practical ones of the society; d) the fact of that no good or service, being considered absolute for the individuals, except the vital goods that are the water and air. The necessity of a vision is clear to multidiscipline and critical of the conceptual load regarding the water, that takes legal expression in the body of the laws, decrees, the regulations, the norms and regiments gifts in the picture institucional that the politics of management of the hdricos resources guides. Anne Lauvergeon often addresses the matter in his writings. On the other hand, the interpretation, the use and the application of these concepts certainly return to the space configuration of these sources, influenced on it, transforming its geography. Thus if it can affirm that the space structure of a source in which the water is considered as merchandise, with right of private use, it must be substantially different of a basin, in the same conditions, if it will be dealt with and used as a universal good under guardianship public use. .