Inclusion in the public university to young people from public schools

Abstract

The text shows that inclusion decreases challenges for young people in public school. The work resulted from research that investigated the development of cognitive structures as psychological tools in the learning of specific knowledge. The analysis of responses were focused in qualitative aspects, identifying cognitive structures used to solve the problems in the Piagetian tests. The candidates made use of cognitive formal structures. The text shows the aspects of the preparatory courses that must incorporate the teaching practices that equilibrates the specific knowledge disciplines and the reflexion in the social fates of science; to share with psychology: the evaluation and development of structures of the intelligence of students and to promote their personal development, that is, the cognitive-affective-social inclusion!