Policies for persons with disabilities and the contributions of Freire and Montessori

• Autor(a) principal: de Oliveira Silva, Jocenir
• Data de Publicação: 2020
• Outros Autores: Fernandes, Idilia, Righi Fonseca, Luísa
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Textos & contextos (Porto Alegre)
• Texto Completo: https://revistaseletronicas.pucrs.br/ojs/index.php/fass/article/view/36611
• topic: People with Disabilities; Montessorian Pedagogy; Freirean Pedagogy; Pessoas com Deficiência; Pedagogia Montessoriana; Pedagogia Freireana.

The central theme of this article deals with the care of People with disabilities, thus seeking to infer some historical contributions from the pedagogy proposed by Paulo Freire and Maria Montessori. Although in preliminary studies Freire did not deal directly with the topic of people with disabilities, he brings in his works a vast material that divided barriers between education for the few and their democratization. Freire (2013, p.47) argues that Education is a process in which the subject must learn through their experience, it does not evolve by receiving ready knowledge, that is: “teaching is not transferring knowledge, but creating the possibilities for its own production or its construction”. In this way, it is possible to establish a relationship between Paulo Freire’s pedagogy and educational policy for people with disabilities, as both want that all people in society have access to education policy. The pedagogy proposed by Maria Montessori is interrelated with the inclusion of people with disabilities, since her studies initially focused on the education of children with intellectual disabilities.