Public policies and inclusion as a pedagogical practice in Brazil
Autor(a) principal: | |
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Data de Publicação: | 2019 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | https://doi.org/10.37334/ricts.v2i1.9 |
Resumo: | Inclusion has been a recurring theme, not only in education, but in all spheres of society, in which the world seeks to readjust in an understanding that these subjects should not be included only in the school environment. To put Inclusive Education into practice, fulfilling all its objectives, schools cannot be functioning under a traditional system, because in this way ideas would not be harmonic. The history of education is marked by the exclusion of people with special educational needs because its structure is based on the concept of normality, making the educational system unequal and excluding. Although legislation and public policy guidelines ensure the right of students with special educational needs, there are other factors that contribute to the failure to achieve full inclusive education. It is the agents of education and society itself who are not prepared to conform to the model of inclusive education, in which it is necessary to detach itself from its previous practices to follow the new orientations that determine to work with the diversity and the difference. There are many challenges faced by teachers who want an inclusive practice. However, they should be knowledgeable and contribute to the elimination of existing prejudice regarding special students. For this, it is necessary to deconstruct the way in which the society conceives the special students, labeling them of abnormal ones for not having attained what the society determined like normality. |
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Public policies and inclusion as a pedagogical practice in BrazilPOLÍTICAS PÚBLICAS E INCLUSÃO COMO PRÁTICA PEDAGÓGICA NO BRASILinclusãopolíticas públicaseducaçãoescola inclusivasociedadeinclusionpublic policieseducationinclusive schoolsocietyInclusion has been a recurring theme, not only in education, but in all spheres of society, in which the world seeks to readjust in an understanding that these subjects should not be included only in the school environment. To put Inclusive Education into practice, fulfilling all its objectives, schools cannot be functioning under a traditional system, because in this way ideas would not be harmonic. The history of education is marked by the exclusion of people with special educational needs because its structure is based on the concept of normality, making the educational system unequal and excluding. Although legislation and public policy guidelines ensure the right of students with special educational needs, there are other factors that contribute to the failure to achieve full inclusive education. It is the agents of education and society itself who are not prepared to conform to the model of inclusive education, in which it is necessary to detach itself from its previous practices to follow the new orientations that determine to work with the diversity and the difference. There are many challenges faced by teachers who want an inclusive practice. However, they should be knowledgeable and contribute to the elimination of existing prejudice regarding special students. For this, it is necessary to deconstruct the way in which the society conceives the special students, labeling them of abnormal ones for not having attained what the society determined like normality.A inclusão tem sido um tema recorrente, não somente na educação, mas em todas as esferas da sociedade, em que o mundo busca se reajustar numa compreensão de que esses sujeitos não devem ser incluídos somente no ambiente escolar. Para colocar em prática a Educação Inclusiva, cumprindo todos os seus objetivos, as escolas não podem estar funcionando sob um sistema tradicional, pois dessa forma as ideias não seriam harmônicas. A história da educação é marcada pela exclusão das pessoas com necessidades especiais educacionais devido a sua estrutura ser baseada no conceito de normalidade, tornando o sistema educacional desigual e excludente. Apesar de a legislação e as diretrizes das políticas públicas assegurarem o direito dos alunos com necessidades especiais à educação, existem outros fatores que concorrem para a não realização de uma educação inclusiva plena. Trata-se dos agentes da educação e da própria sociedade não estarem preparados para se adequarem ao modelo de educação inclusiva, em que é preciso se desprender das suas práticas anteriores para seguir as novas orientações que determinam trabalhar com a diversidade e a diferença. São inúmeros os desafios enfrentados pelos professores que pretendem uma prática inclusiva. No entanto, eles devem estar munidos de conhecimento e contribuir com a eliminação do preconceito existente quanto aos alunos especiais. Para isso, é preciso desconstruir a forma como a sociedade concebe os alunos especiais, rotulando-os de anormais por não terem atingido o que a sociedade determinou como normalidade. MUNDIS2019-03-30T00:00:00Zinfo:eu-repo/semantics/articleinfo:eu-repo/semantics/otherinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://doi.org/10.37334/ricts.v2i1.9oai:ojs2.ricts.mundis.pt:article/9Revista Internacional de Ciências, Tecnologia e Sociedade; Vol. 2 No. 1 (2019): RICTS | 2.ª Edição ; 34-53RICTS | Revista Internacional de Ciências, Tecnologia e Sociedade; Vol. 2 N.º 1 (2019): RICTS | 2.ª Edição ; 34-532184-4577reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAPporhttps://ricts.mundis.pt/index.php/ricts/article/view/9https://doi.org/10.37334/ricts.v2i1.9https://ricts.mundis.pt/index.php/ricts/article/view/9/7Direitos de Autor (c) 2019 Revista Internacional de Ciências, Tecnologia e Sociedadeinfo:eu-repo/semantics/openAccessAzevedo, Silvia SousaMorgado, Elsa Maria Gabrielda Silva, Levi Leonido Fernandes2022-09-05T15:04:33ZPortal AgregadorONG |
dc.title.none.fl_str_mv |
Public policies and inclusion as a pedagogical practice in Brazil POLÍTICAS PÚBLICAS E INCLUSÃO COMO PRÁTICA PEDAGÓGICA NO BRASIL |
title |
Public policies and inclusion as a pedagogical practice in Brazil |
spellingShingle |
Public policies and inclusion as a pedagogical practice in Brazil Azevedo, Silvia Sousa inclusão políticas públicas educação escola inclusiva sociedade inclusion public policies education inclusive school society |
title_short |
Public policies and inclusion as a pedagogical practice in Brazil |
title_full |
Public policies and inclusion as a pedagogical practice in Brazil |
title_fullStr |
Public policies and inclusion as a pedagogical practice in Brazil |
title_full_unstemmed |
Public policies and inclusion as a pedagogical practice in Brazil |
title_sort |
Public policies and inclusion as a pedagogical practice in Brazil |
author |
Azevedo, Silvia Sousa |
author_facet |
Azevedo, Silvia Sousa Morgado, Elsa Maria Gabriel da Silva, Levi Leonido Fernandes |
author_role |
author |
author2 |
Morgado, Elsa Maria Gabriel da Silva, Levi Leonido Fernandes |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Azevedo, Silvia Sousa Morgado, Elsa Maria Gabriel da Silva, Levi Leonido Fernandes |
dc.subject.por.fl_str_mv |
inclusão políticas públicas educação escola inclusiva sociedade inclusion public policies education inclusive school society |
topic |
inclusão políticas públicas educação escola inclusiva sociedade inclusion public policies education inclusive school society |
description |
Inclusion has been a recurring theme, not only in education, but in all spheres of society, in which the world seeks to readjust in an understanding that these subjects should not be included only in the school environment. To put Inclusive Education into practice, fulfilling all its objectives, schools cannot be functioning under a traditional system, because in this way ideas would not be harmonic. The history of education is marked by the exclusion of people with special educational needs because its structure is based on the concept of normality, making the educational system unequal and excluding. Although legislation and public policy guidelines ensure the right of students with special educational needs, there are other factors that contribute to the failure to achieve full inclusive education. It is the agents of education and society itself who are not prepared to conform to the model of inclusive education, in which it is necessary to detach itself from its previous practices to follow the new orientations that determine to work with the diversity and the difference. There are many challenges faced by teachers who want an inclusive practice. However, they should be knowledgeable and contribute to the elimination of existing prejudice regarding special students. For this, it is necessary to deconstruct the way in which the society conceives the special students, labeling them of abnormal ones for not having attained what the society determined like normality. |
publishDate |
2019 |
dc.date.none.fl_str_mv |
2019-03-30T00:00:00Z |
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info:eu-repo/semantics/article info:eu-repo/semantics/other |
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info:eu-repo/semantics/publishedVersion |
format |
article |
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publishedVersion |
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https://doi.org/10.37334/ricts.v2i1.9 oai:ojs2.ricts.mundis.pt:article/9 |
url |
https://doi.org/10.37334/ricts.v2i1.9 |
identifier_str_mv |
oai:ojs2.ricts.mundis.pt:article/9 |
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por |
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por |
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https://ricts.mundis.pt/index.php/ricts/article/view/9 https://doi.org/10.37334/ricts.v2i1.9 https://ricts.mundis.pt/index.php/ricts/article/view/9/7 |
dc.rights.driver.fl_str_mv |
Direitos de Autor (c) 2019 Revista Internacional de Ciências, Tecnologia e Sociedade info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Direitos de Autor (c) 2019 Revista Internacional de Ciências, Tecnologia e Sociedade |
eu_rights_str_mv |
openAccess |
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application/pdf |
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MUNDIS |
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MUNDIS |
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Revista Internacional de Ciências, Tecnologia e Sociedade; Vol. 2 No. 1 (2019): RICTS | 2.ª Edição ; 34-53 RICTS | Revista Internacional de Ciências, Tecnologia e Sociedade; Vol. 2 N.º 1 (2019): RICTS | 2.ª Edição ; 34-53 2184-4577 reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
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Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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