THE CHALLENGE OF TRANSFORMING INDIVIDUAL EXPERIENCES IN TO COLLECTIVE PRACTICES: THE PERSPECTIVES FOR EFFECTIVE EDUCATIONAL INCLUSION

Detalhes bibliográficos
Autor(a) principal: Luzia de Almeida Miranda , Fernanda
Data de Publicação: 2018
Outros Autores: Pino , José Cláudio Del
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Prática Docente
Texto Completo: https://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpd/article/view/616
Resumo: The present article consists in a reflection about the perspectives of an inclusive education in the context of the Integrated Higher Education (IHE), mainly due to the individual auxiliary practices when taking certain educational decisions in face of the legal imperative of inclusion. The purpose of this study is to analyze the discourses of some IHE teachers about the importance of the socialization of these experiences in order to think about collective practices, instigating a continuous collaborative formation focused on inclusive education. The approach of this study is qualitative and the analysis of the corpus was based on the methodological procedure of the French Discourse Analysis. The main results identified were the need to revise concepts such as difference, equality and educational inclusion, the path towards the implementation of inclusive practices, as well as the greater involvement of the school management and the multiprofessional team for the elaboration and execution of continuous collaborative formation policies.
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spelling THE CHALLENGE OF TRANSFORMING INDIVIDUAL EXPERIENCES IN TO COLLECTIVE PRACTICES: THE PERSPECTIVES FOR EFFECTIVE EDUCATIONAL INCLUSIONO DESAFIO DE TRANSFORMAR EXPERIÊNCIAS INDIVIDUAIS EM PRÁTICAS COLETIVAS: PERSPECTIVAS PARA A EFETIVA INCLUSÃO ESCOLARIgualdadeEducação inclusivaDiferençaFormação continuada colaborativaEnsino Médio IntegradoInclusive EducationEqualityDifferencesContinuous Collaborative FormationThe present article consists in a reflection about the perspectives of an inclusive education in the context of the Integrated Higher Education (IHE), mainly due to the individual auxiliary practices when taking certain educational decisions in face of the legal imperative of inclusion. The purpose of this study is to analyze the discourses of some IHE teachers about the importance of the socialization of these experiences in order to think about collective practices, instigating a continuous collaborative formation focused on inclusive education. The approach of this study is qualitative and the analysis of the corpus was based on the methodological procedure of the French Discourse Analysis. The main results identified were the need to revise concepts such as difference, equality and educational inclusion, the path towards the implementation of inclusive practices, as well as the greater involvement of the school management and the multiprofessional team for the elaboration and execution of continuous collaborative formation policies.O presente artigo contempla uma reflexão sobre as perspectivas de efetivação de uma educação inclusiva no contexto do Ensino Médio Integrado (EMI), decorrentes sobretudo das práticas individuais auxiliares na tomada de determinadas decisões docentes diante do imperativo legal da inclusão. O trabalho tem por objetivo tecer uma análise de discursos de alguns docentes do EMI sobre a importância da socialização dessas experiências para se pensar em práticas coletivas, instigando uma formação continuada colaborativa com foco na educação inclusiva. A abordagem é qualitativa e na análise do corpus foi utilizado o procedimento metodológico da Análise de Discurso Francesa. Identificaram-se como principais resultados a necessidade de se revisar conceitos como os de diferença, igualdade e inclusão escolar, o percurso para a efetivação de práticas inclusivas, bem como de um maior envolvimento da gestão e da equipe multiprofissional para a elaboração e execução de políticas de formação continuada colaborativa.Revista Prática Docente2018-06-26info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionHuman SciencesCiências HumanasCiências Humanasapplication/pdfhttps://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpd/article/view/61610.23926/RPD.2526-2149.2018.v3.n1.p295-315.id130Revista Prática Docente (Journal Practice Teacher); Vol. 3 No. 1 (2018): Janeiro a Junho de 2018; 295-315Revista Prática Docente (Revista Práctica Docente); Vol. 3 Núm. 1 (2018): Janeiro a Junho de 2018; 295-315Revista Prática Docente; v. 3 n. 1 (2018): Janeiro a Junho de 2018; 295-3152526-2149reponame:Revista Prática Docenteinstname:Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso (IFMT)instacron:IFMTporhttps://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpd/article/view/616/604Copyright (c) 2023 A Revista Prática Docente tem o direito de primeira publicaçãohttps://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessLuzia de Almeida Miranda , Fernanda Pino , José Cláudio Del2023-06-09T00:55:59Zoai:ojs2.periodicos.cfs.ifmt.edu.br:article/616Revistahttp://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpdPUBhttps://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpd/oairevistapraticadocente@cfs.ifmt.edu.br||2526-21492526-2149opendoar:2023-06-09T00:55:59Revista Prática Docente - Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso (IFMT)false
dc.title.none.fl_str_mv THE CHALLENGE OF TRANSFORMING INDIVIDUAL EXPERIENCES IN TO COLLECTIVE PRACTICES: THE PERSPECTIVES FOR EFFECTIVE EDUCATIONAL INCLUSION
O DESAFIO DE TRANSFORMAR EXPERIÊNCIAS INDIVIDUAIS EM PRÁTICAS COLETIVAS: PERSPECTIVAS PARA A EFETIVA INCLUSÃO ESCOLAR
title THE CHALLENGE OF TRANSFORMING INDIVIDUAL EXPERIENCES IN TO COLLECTIVE PRACTICES: THE PERSPECTIVES FOR EFFECTIVE EDUCATIONAL INCLUSION
spellingShingle THE CHALLENGE OF TRANSFORMING INDIVIDUAL EXPERIENCES IN TO COLLECTIVE PRACTICES: THE PERSPECTIVES FOR EFFECTIVE EDUCATIONAL INCLUSION
Luzia de Almeida Miranda , Fernanda
Igualdade
Educação inclusiva
Diferença
Formação continuada colaborativa
Ensino Médio Integrado
Inclusive Education
Equality
Differences
Continuous Collaborative Formation
title_short THE CHALLENGE OF TRANSFORMING INDIVIDUAL EXPERIENCES IN TO COLLECTIVE PRACTICES: THE PERSPECTIVES FOR EFFECTIVE EDUCATIONAL INCLUSION
title_full THE CHALLENGE OF TRANSFORMING INDIVIDUAL EXPERIENCES IN TO COLLECTIVE PRACTICES: THE PERSPECTIVES FOR EFFECTIVE EDUCATIONAL INCLUSION
title_fullStr THE CHALLENGE OF TRANSFORMING INDIVIDUAL EXPERIENCES IN TO COLLECTIVE PRACTICES: THE PERSPECTIVES FOR EFFECTIVE EDUCATIONAL INCLUSION
title_full_unstemmed THE CHALLENGE OF TRANSFORMING INDIVIDUAL EXPERIENCES IN TO COLLECTIVE PRACTICES: THE PERSPECTIVES FOR EFFECTIVE EDUCATIONAL INCLUSION
title_sort THE CHALLENGE OF TRANSFORMING INDIVIDUAL EXPERIENCES IN TO COLLECTIVE PRACTICES: THE PERSPECTIVES FOR EFFECTIVE EDUCATIONAL INCLUSION
author Luzia de Almeida Miranda , Fernanda
author_facet Luzia de Almeida Miranda , Fernanda
Pino , José Cláudio Del
author_role author
author2 Pino , José Cláudio Del
author2_role author
dc.contributor.author.fl_str_mv Luzia de Almeida Miranda , Fernanda
Pino , José Cláudio Del
dc.subject.por.fl_str_mv Igualdade
Educação inclusiva
Diferença
Formação continuada colaborativa
Ensino Médio Integrado
Inclusive Education
Equality
Differences
Continuous Collaborative Formation
topic Igualdade
Educação inclusiva
Diferença
Formação continuada colaborativa
Ensino Médio Integrado
Inclusive Education
Equality
Differences
Continuous Collaborative Formation
description The present article consists in a reflection about the perspectives of an inclusive education in the context of the Integrated Higher Education (IHE), mainly due to the individual auxiliary practices when taking certain educational decisions in face of the legal imperative of inclusion. The purpose of this study is to analyze the discourses of some IHE teachers about the importance of the socialization of these experiences in order to think about collective practices, instigating a continuous collaborative formation focused on inclusive education. The approach of this study is qualitative and the analysis of the corpus was based on the methodological procedure of the French Discourse Analysis. The main results identified were the need to revise concepts such as difference, equality and educational inclusion, the path towards the implementation of inclusive practices, as well as the greater involvement of the school management and the multiprofessional team for the elaboration and execution of continuous collaborative formation policies.
publishDate 2018
dc.date.none.fl_str_mv 2018-06-26
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Human Sciences
Ciências Humanas
Ciências Humanas
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpd/article/view/616
10.23926/RPD.2526-2149.2018.v3.n1.p295-315.id130
url https://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpd/article/view/616
identifier_str_mv 10.23926/RPD.2526-2149.2018.v3.n1.p295-315.id130
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpd/article/view/616/604
dc.rights.driver.fl_str_mv Copyright (c) 2023 A Revista Prática Docente tem o direito de primeira publicação
https://creativecommons.org/licenses/by-nc/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2023 A Revista Prática Docente tem o direito de primeira publicação
https://creativecommons.org/licenses/by-nc/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Revista Prática Docente
publisher.none.fl_str_mv Revista Prática Docente
dc.source.none.fl_str_mv Revista Prática Docente (Journal Practice Teacher); Vol. 3 No. 1 (2018): Janeiro a Junho de 2018; 295-315
Revista Prática Docente (Revista Práctica Docente); Vol. 3 Núm. 1 (2018): Janeiro a Junho de 2018; 295-315
Revista Prática Docente; v. 3 n. 1 (2018): Janeiro a Junho de 2018; 295-315
2526-2149
reponame:Revista Prática Docente
instname:Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso (IFMT)
instacron:IFMT
instname_str Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso (IFMT)
instacron_str IFMT
institution IFMT
reponame_str Revista Prática Docente
collection Revista Prática Docente
repository.name.fl_str_mv Revista Prática Docente - Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso (IFMT)
repository.mail.fl_str_mv revistapraticadocente@cfs.ifmt.edu.br||
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