Attitudinal barriers: discussing inclusion in school life through combating ableism

Detalhes bibliográficos
Autor(a) principal: Santos, Giselle Cristina Menezes dos
Data de Publicação: 2023
Outros Autores: Santos, Paola Portugal Barbosa dos, Principe, Gizelle Abreu Marques Soares, Valim, Rosa, Almeida, Veronica Eloi de
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Educação Especial (UFSM)
Texto Completo: http://periodicos.ufsm.br/educacaoespecial/article/view/72183
Resumo: Attitudinal barriers represent the subject of this article. These barriers are linked to prejudiced attitudes and discriminatory practices towards people with disabilities. These barriers criss-cross other barriers and bring in their core an ableistic view. This article seeks to discuss attitudinal barriers that often manifest within schools during educational process towards children with disabilities, engaged in a regular classis of Elementary School. At first, bibliographic research was conducted. Afterwards, a preliminary field research was carried out following the guidelines recommended by Resolution 510/2016 of the National Health Council (CNS). The preliminary field research happened throughout conversations with three teachers who work directly within inclusive education and teach in different schools. After reading all gathered field data, five categories of analysis were revealed: conflict, criticism of the model, insecurity, financial and conceptual limitations, and lack of knowledge. These categories supported the data analysis. Inclusive education should be addressed as educational policy, in order to act in favor of generating more conscious citizens – in cultural, historical, political and social ways – as well for reassure ethical, aesthetic and political values established by the Universal Declaration of Human Rights.
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spelling Attitudinal barriers: discussing inclusion in school life through combating ableismBarreras actitudinales: discutiendo la inclusión en la vida escolar a través del combate al capacitismoBarreiras atitudinais: discutindo inclusão no cotidiano escolar através do combate ao capacitismoAttitudinal barriersSchool inclusionAbleismSchool routineBarreras actitudinalesInclusión escolarCapacitismoRutina escolarBarreiras atitudinaisInclusão escolarCapacitismoCotidiano escolarAttitudinal barriers represent the subject of this article. These barriers are linked to prejudiced attitudes and discriminatory practices towards people with disabilities. These barriers criss-cross other barriers and bring in their core an ableistic view. This article seeks to discuss attitudinal barriers that often manifest within schools during educational process towards children with disabilities, engaged in a regular classis of Elementary School. At first, bibliographic research was conducted. Afterwards, a preliminary field research was carried out following the guidelines recommended by Resolution 510/2016 of the National Health Council (CNS). The preliminary field research happened throughout conversations with three teachers who work directly within inclusive education and teach in different schools. After reading all gathered field data, five categories of analysis were revealed: conflict, criticism of the model, insecurity, financial and conceptual limitations, and lack of knowledge. These categories supported the data analysis. Inclusive education should be addressed as educational policy, in order to act in favor of generating more conscious citizens – in cultural, historical, political and social ways – as well for reassure ethical, aesthetic and political values established by the Universal Declaration of Human Rights.Las barreras de actitud representan el tema de este artículo. Estas barreras están vinculadas a actitudes prejuiciosas y prácticas discriminatorias hacia las personas con discapacidad. Estas barreras se entrecruzan con otras barreras y traen en su núcleo una visión capacitista. Este artículo busca discutir las barreras actitudinales que a menudo se manifiestan en las escuelas durante el proceso educativo hacia los niños con discapacidad, que participan en un curso regular de la Enseñanza Fundamental. En un primer momento se realizó una investigación bibliográfica. Posteriormente, se realizó una investigación de campo conocida como investigación preliminar de pesquisa siguiendo los lineamientos recomendados por la Resolución 510/2016 del Consejo Nacional de Salud (CNS). La investigación de campo preliminar se llevó a cabo a través de conversaciones con tres docentes que trabajan directamente en la educación inclusiva y enseñan en diferentes escuelas. Después de una lectura cuidadosa de todos los datos de campo, se revelaron cinco categorías de análisis: conflicto, crítica al modelo, inseguridad, limitaciones financieras y conceptuales y desconocimiento. Estas categorías apoyaron el análisis de datos. La educación inclusiva debe ser abordada como política educativa, para actuar a favor de generar ciudadanos más conscientes –en los aspectos cultural, histórico, político y social– así como para reafirmar los valores éticos, estéticos y políticos establecidos por la Declaración Universal de los Derechos Humanos.Barreiras atitudinais representam o tema deste artigo. Sobre tais barreiras afirma-se: estão ligadas a atitudes e práticas preconceituosas para com pessoas com deficiência. Estas barreiras tangenciam outras barreiras e trazem, de forma subjacente, uma visão capacitista. O presente trabalho objetiva discutir barreiras atitudinais no processo de inclusão escolar das crianças com deficiência, inseridas em turma regular do Ensino Fundamental I. Para tanto, realizou-se pesquisa bibliográfica e preliminar de pesquisa, amparada nas orientações da Resolução 510/2016 do Conselho Nacional de Saúde (CNS). A preliminar materializou-se através de conversas com três professores que atuam diretamente com processo de inclusão e exercem o magistério em diferentes redes municipais de ensino do estado do Rio de Janeiro. A partir da leitura, do material da preliminar de pesquisa, evidenciaram-se cinco categorias de análise: conflito, crítica ao modelo, insegurança, limitações financeiras e conceituais, e desconhecimento. Estas categorias embasaram a análise dos dados do campo à luz dos dados bibliográficos. A partir daí, concluiu-se que a educação inclusiva, como política de educação, deve atuar em prol da construção do sujeito cultural, histórico, político e social, e organizar-se em função da reafirmação dos valores éticos, estéticos e políticos estabelecidos pela Declaração Universal dos Direitos Humanos.Universidade Federal de Santa Maria2023-07-26info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdftext/htmlhttp://periodicos.ufsm.br/educacaoespecial/article/view/7218310.5902/1984686X72183Special Education Magazine; Vol. 36 No. 1 (2023): Revista Educação Especial – Publicação Contínua – Qualis – A2; e46/1-28Revista de Educación Especial; Vol. 36 Núm. 1 (2023): Revista Educação Especial – Publicação Contínua – Qualis – A2; e46/1-28Revista Educação Especial; v. 36 n. 1 (2023): Revista Educação Especial – Publicação Contínua – Qualis – A2; e46/1-281984-686Xreponame:Revista Educação Especial (UFSM)instname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMporhttp://periodicos.ufsm.br/educacaoespecial/article/view/72183/61404http://periodicos.ufsm.br/educacaoespecial/article/view/72183/61405Copyright (c) 2023 Revista Educação Especialhttps://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessSantos, Giselle Cristina Menezes dosSantos, Paola Portugal Barbosa dosPrincipe, Gizelle Abreu Marques SoaresValim, RosaAlmeida, Veronica Eloi de2023-09-28T18:02:32Zoai:ojs.pkp.sfu.ca:article/72183Revistahttps://periodicos.ufsm.br/educacaoespecialPUBhttp://cascavel.ufsm.br/revistas/ojs-2.2.2/index.php/educacaoespecial/oaieducacaoespecial@smail.ufsm.br||clenioberni@gmail.com1984-686X1808-270Xopendoar:2023-09-28T18:02:32Revista Educação Especial (UFSM) - Universidade Federal de Santa Maria (UFSM)false
dc.title.none.fl_str_mv Attitudinal barriers: discussing inclusion in school life through combating ableism
Barreras actitudinales: discutiendo la inclusión en la vida escolar a través del combate al capacitismo
Barreiras atitudinais: discutindo inclusão no cotidiano escolar através do combate ao capacitismo
title Attitudinal barriers: discussing inclusion in school life through combating ableism
spellingShingle Attitudinal barriers: discussing inclusion in school life through combating ableism
Santos, Giselle Cristina Menezes dos
Attitudinal barriers
School inclusion
Ableism
School routine
Barreras actitudinales
Inclusión escolar
Capacitismo
Rutina escolar
Barreiras atitudinais
Inclusão escolar
Capacitismo
Cotidiano escolar
title_short Attitudinal barriers: discussing inclusion in school life through combating ableism
title_full Attitudinal barriers: discussing inclusion in school life through combating ableism
title_fullStr Attitudinal barriers: discussing inclusion in school life through combating ableism
title_full_unstemmed Attitudinal barriers: discussing inclusion in school life through combating ableism
title_sort Attitudinal barriers: discussing inclusion in school life through combating ableism
author Santos, Giselle Cristina Menezes dos
author_facet Santos, Giselle Cristina Menezes dos
Santos, Paola Portugal Barbosa dos
Principe, Gizelle Abreu Marques Soares
Valim, Rosa
Almeida, Veronica Eloi de
author_role author
author2 Santos, Paola Portugal Barbosa dos
Principe, Gizelle Abreu Marques Soares
Valim, Rosa
Almeida, Veronica Eloi de
author2_role author
author
author
author
dc.contributor.author.fl_str_mv Santos, Giselle Cristina Menezes dos
Santos, Paola Portugal Barbosa dos
Principe, Gizelle Abreu Marques Soares
Valim, Rosa
Almeida, Veronica Eloi de
dc.subject.por.fl_str_mv Attitudinal barriers
School inclusion
Ableism
School routine
Barreras actitudinales
Inclusión escolar
Capacitismo
Rutina escolar
Barreiras atitudinais
Inclusão escolar
Capacitismo
Cotidiano escolar
topic Attitudinal barriers
School inclusion
Ableism
School routine
Barreras actitudinales
Inclusión escolar
Capacitismo
Rutina escolar
Barreiras atitudinais
Inclusão escolar
Capacitismo
Cotidiano escolar
description Attitudinal barriers represent the subject of this article. These barriers are linked to prejudiced attitudes and discriminatory practices towards people with disabilities. These barriers criss-cross other barriers and bring in their core an ableistic view. This article seeks to discuss attitudinal barriers that often manifest within schools during educational process towards children with disabilities, engaged in a regular classis of Elementary School. At first, bibliographic research was conducted. Afterwards, a preliminary field research was carried out following the guidelines recommended by Resolution 510/2016 of the National Health Council (CNS). The preliminary field research happened throughout conversations with three teachers who work directly within inclusive education and teach in different schools. After reading all gathered field data, five categories of analysis were revealed: conflict, criticism of the model, insecurity, financial and conceptual limitations, and lack of knowledge. These categories supported the data analysis. Inclusive education should be addressed as educational policy, in order to act in favor of generating more conscious citizens – in cultural, historical, political and social ways – as well for reassure ethical, aesthetic and political values established by the Universal Declaration of Human Rights.
publishDate 2023
dc.date.none.fl_str_mv 2023-07-26
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv http://periodicos.ufsm.br/educacaoespecial/article/view/72183
10.5902/1984686X72183
url http://periodicos.ufsm.br/educacaoespecial/article/view/72183
identifier_str_mv 10.5902/1984686X72183
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv http://periodicos.ufsm.br/educacaoespecial/article/view/72183/61404
http://periodicos.ufsm.br/educacaoespecial/article/view/72183/61405
dc.rights.driver.fl_str_mv Copyright (c) 2023 Revista Educação Especial
https://creativecommons.org/licenses/by-nc/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2023 Revista Educação Especial
https://creativecommons.org/licenses/by-nc/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
text/html
dc.publisher.none.fl_str_mv Universidade Federal de Santa Maria
publisher.none.fl_str_mv Universidade Federal de Santa Maria
dc.source.none.fl_str_mv Special Education Magazine; Vol. 36 No. 1 (2023): Revista Educação Especial – Publicação Contínua – Qualis – A2; e46/1-28
Revista de Educación Especial; Vol. 36 Núm. 1 (2023): Revista Educação Especial – Publicação Contínua – Qualis – A2; e46/1-28
Revista Educação Especial; v. 36 n. 1 (2023): Revista Educação Especial – Publicação Contínua – Qualis – A2; e46/1-28
1984-686X
reponame:Revista Educação Especial (UFSM)
instname:Universidade Federal de Santa Maria (UFSM)
instacron:UFSM
instname_str Universidade Federal de Santa Maria (UFSM)
instacron_str UFSM
institution UFSM
reponame_str Revista Educação Especial (UFSM)
collection Revista Educação Especial (UFSM)
repository.name.fl_str_mv Revista Educação Especial (UFSM) - Universidade Federal de Santa Maria (UFSM)
repository.mail.fl_str_mv educacaoespecial@smail.ufsm.br||clenioberni@gmail.com
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