FOR THE RIGHT TO LEARN: CONTRIBUTIONS OF THE SOCIAL MODEL OF DISABILITY TO SCHOOL INCLUSION

Detalhes bibliográficos
Autor(a) principal: Martins Piccolo, Gustavo
Data de Publicação: 2021
Tipo de documento: preprint
Idioma: por
Título da fonte: SciELO Preprints
Texto Completo: https://preprints.scielo.org/index.php/scielo/preprint/view/3051
Resumo: The present text, configured from a literary review process, begins by making an unwavering defense of the principle of inclusion as the cornerstone of the production of a democratic and libertarian educational practice. It directly contests Presidential Decree n. 10,502, of September 30, 2020, temporarily suspended and establishing the new National Policy for Special Education as it is based on a fragile idea of ​​inclusion as the presence of students with disabilities in regular classrooms without taking in notes the profound and unavoidable transformations that the supposed inclusive denotes in the sense of enabling everyone to learn satisfactorily with a view to equal participation in society. Effectively including people with disabilities in schools requires curricular adjustments, didactic reconfigurations, construction of accessible spaces, but fundamentally presupposes the transformation of the way in which disability is conceived in the school field and that for a significant portion of time in our history was linked to a clinical perspective that took disability as a deficit. Against this conception, as false and narrow, the social model intervened when demarcating disability from the perspective of the cultural production of the phenomenon and under the perspective that the limitations manifested in given impediments will unfold, when complemented by cultural tools, in endless educational possibilities and new forms of human development, reasoning that plays a transforming role in teaching practices and to which this work is linked.
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spelling FOR THE RIGHT TO LEARN: CONTRIBUTIONS OF THE SOCIAL MODEL OF DISABILITY TO SCHOOL INCLUSIONPOR EL DERECHO A APRENDER: CONTRIBUCIONES DEL MODELO SOCIAL DE DISCAPACIDAD A LA INCLUSIÓN ESCOLARPELO DIREITO DE APRENDER: CONTRIBUIÇÕES DO MODELO SOCIAL DA DEFICIÊNCIA À INCLUSÃO ESCOLARinclusãoeducação especialdeficiênciamodelo socialpolítica educacionalinclusionspecial educationdisabilitysocial modeleducational policyinclusióneducacion especialdiscapacidadmodelo socialpolítica educativaThe present text, configured from a literary review process, begins by making an unwavering defense of the principle of inclusion as the cornerstone of the production of a democratic and libertarian educational practice. It directly contests Presidential Decree n. 10,502, of September 30, 2020, temporarily suspended and establishing the new National Policy for Special Education as it is based on a fragile idea of ​​inclusion as the presence of students with disabilities in regular classrooms without taking in notes the profound and unavoidable transformations that the supposed inclusive denotes in the sense of enabling everyone to learn satisfactorily with a view to equal participation in society. Effectively including people with disabilities in schools requires curricular adjustments, didactic reconfigurations, construction of accessible spaces, but fundamentally presupposes the transformation of the way in which disability is conceived in the school field and that for a significant portion of time in our history was linked to a clinical perspective that took disability as a deficit. Against this conception, as false and narrow, the social model intervened when demarcating disability from the perspective of the cultural production of the phenomenon and under the perspective that the limitations manifested in given impediments will unfold, when complemented by cultural tools, in endless educational possibilities and new forms of human development, reasoning that plays a transforming role in teaching practices and to which this work is linked.El presente texto, configurado a partir de un proceso de revisión literaria, parte de la defensa inquebrantable del principio de inclusión como piedra angular de la producción de una práctica educativa democrática y libertaria. Impugna directamente el Decreto Presidencial n. 10.502, del 30 de septiembre de 2020, suspendido temporalmente que establece la nueva Política Nacional de Educación Especial, ya que se basa en una frágil idea de inclusión como la presencia de estudiantes con discapacidad en las aulas regulares sin tomar nota de las profundas e inevitables transformaciones que el supuesto inclusivo denota en el sentido de capacitar a todos para aprender satisfactoriamente con miras a una participación igualitaria en la sociedad. Incluir efectivamente a las personas con discapacidad en las escuelas requiere ajustes curriculares, reconfiguraciones didácticas, construcción de espacios accesibles, pero presupone fundamentalmente la transformación de la forma en que se concibe la discapacidad en el ámbito escolar y que durante una parte importante de nuestra historia estuvo ligada a una perspectiva clínica que tomó la discapacidad como un déficit. Frente a esta concepción, como falsa y estrecha, intervino el modelo social al demarcar la discapacidad desde la perspectiva de la producción cultural del fenómeno y bajo la perspectiva de que se desplegarán las limitaciones manifestadas en determinados impedimentos se desplegarán, cuando se complementen con herramientas culturales, en infinitas posibilidades educativas y nuevas formas de vida humana y desarrollo, razonamiento que juega un papel transformador en las prácticas docentes y al que se vincula este trabajo.O presente texto, configurado a partir de um processo de revisão literária, principia realizando uma defesa inarredável do princípio da inclusão como angular a produção de uma prática educativa democrática e libertária. Contesta frontalmente o Decreto Presidencial n. 10.502, de 30 de setembro de 2020, suspenso temporariamente e que institui a nova Política Nacional de Educação Especial por entender que o mesmo se escora em uma ideia frágil de inclusão como adstrita a presença dos estudantes com deficiência nas salas de aula regulares sem tomar em nota as profundas e inadiáveis transformações que o suposto inclusivo denota no sentido de possibilitar a todos aprendizagem satisfatória com vistas a participação paritária em sociedade. Incluir a pessoa com deficiência nas escolas requer adequações curriculares, reconfigurações didáticas, construção de espaços acessíveis, mas pressupõe fundamentalmente a transformação da forma pela qual a deficiência é concebida no terreno escolar e que durante parcela de tempo expressiva de nossa história se vinculou a uma perspectiva clínica que tomava a deficiência pelo déficit. Contra esta concepção, pois falsa e estreita, se interpôs o modelo social ao demarcar a deficiência sob a ótica da produção cultural do fenômeno e sob a perspectiva de que as limitações manifestas em dados impedimentos se desdobrarão, quando complementados por ferramentas culturais, em infindáveis possiblidades educacionais e novas formas de desenvolvimento humano, raciocínio que exerce papel transformador nas práticas docentes e ao qual este trabalho se vincula.SciELO PreprintsSciELO PreprintsSciELO Preprints2021-10-25info:eu-repo/semantics/preprintinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://preprints.scielo.org/index.php/scielo/preprint/view/305110.1590/SciELOPreprints.3051porhttps://preprints.scielo.org/index.php/scielo/article/view/3051/5583Copyright (c) 2021 Gustavo Martins Piccolohttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessMartins Piccolo, Gustavoreponame:SciELO Preprintsinstname:SciELOinstacron:SCI2021-10-10T19:02:27Zoai:ops.preprints.scielo.org:preprint/3051Servidor de preprintshttps://preprints.scielo.org/index.php/scieloONGhttps://preprints.scielo.org/index.php/scielo/oaiscielo.submission@scielo.orgopendoar:2021-10-10T19:02:27SciELO Preprints - SciELOfalse
dc.title.none.fl_str_mv FOR THE RIGHT TO LEARN: CONTRIBUTIONS OF THE SOCIAL MODEL OF DISABILITY TO SCHOOL INCLUSION
POR EL DERECHO A APRENDER: CONTRIBUCIONES DEL MODELO SOCIAL DE DISCAPACIDAD A LA INCLUSIÓN ESCOLAR
PELO DIREITO DE APRENDER: CONTRIBUIÇÕES DO MODELO SOCIAL DA DEFICIÊNCIA À INCLUSÃO ESCOLAR
title FOR THE RIGHT TO LEARN: CONTRIBUTIONS OF THE SOCIAL MODEL OF DISABILITY TO SCHOOL INCLUSION
spellingShingle FOR THE RIGHT TO LEARN: CONTRIBUTIONS OF THE SOCIAL MODEL OF DISABILITY TO SCHOOL INCLUSION
Martins Piccolo, Gustavo
inclusão
educação especial
deficiência
modelo social
política educacional
inclusion
special education
disability
social model
educational policy
inclusión
educacion especial
discapacidad
modelo social
política educativa
title_short FOR THE RIGHT TO LEARN: CONTRIBUTIONS OF THE SOCIAL MODEL OF DISABILITY TO SCHOOL INCLUSION
title_full FOR THE RIGHT TO LEARN: CONTRIBUTIONS OF THE SOCIAL MODEL OF DISABILITY TO SCHOOL INCLUSION
title_fullStr FOR THE RIGHT TO LEARN: CONTRIBUTIONS OF THE SOCIAL MODEL OF DISABILITY TO SCHOOL INCLUSION
title_full_unstemmed FOR THE RIGHT TO LEARN: CONTRIBUTIONS OF THE SOCIAL MODEL OF DISABILITY TO SCHOOL INCLUSION
title_sort FOR THE RIGHT TO LEARN: CONTRIBUTIONS OF THE SOCIAL MODEL OF DISABILITY TO SCHOOL INCLUSION
author Martins Piccolo, Gustavo
author_facet Martins Piccolo, Gustavo
author_role author
dc.contributor.author.fl_str_mv Martins Piccolo, Gustavo
dc.subject.por.fl_str_mv inclusão
educação especial
deficiência
modelo social
política educacional
inclusion
special education
disability
social model
educational policy
inclusión
educacion especial
discapacidad
modelo social
política educativa
topic inclusão
educação especial
deficiência
modelo social
política educacional
inclusion
special education
disability
social model
educational policy
inclusión
educacion especial
discapacidad
modelo social
política educativa
description The present text, configured from a literary review process, begins by making an unwavering defense of the principle of inclusion as the cornerstone of the production of a democratic and libertarian educational practice. It directly contests Presidential Decree n. 10,502, of September 30, 2020, temporarily suspended and establishing the new National Policy for Special Education as it is based on a fragile idea of ​​inclusion as the presence of students with disabilities in regular classrooms without taking in notes the profound and unavoidable transformations that the supposed inclusive denotes in the sense of enabling everyone to learn satisfactorily with a view to equal participation in society. Effectively including people with disabilities in schools requires curricular adjustments, didactic reconfigurations, construction of accessible spaces, but fundamentally presupposes the transformation of the way in which disability is conceived in the school field and that for a significant portion of time in our history was linked to a clinical perspective that took disability as a deficit. Against this conception, as false and narrow, the social model intervened when demarcating disability from the perspective of the cultural production of the phenomenon and under the perspective that the limitations manifested in given impediments will unfold, when complemented by cultural tools, in endless educational possibilities and new forms of human development, reasoning that plays a transforming role in teaching practices and to which this work is linked.
publishDate 2021
dc.date.none.fl_str_mv 2021-10-25
dc.type.driver.fl_str_mv info:eu-repo/semantics/preprint
info:eu-repo/semantics/publishedVersion
format preprint
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://preprints.scielo.org/index.php/scielo/preprint/view/3051
10.1590/SciELOPreprints.3051
url https://preprints.scielo.org/index.php/scielo/preprint/view/3051
identifier_str_mv 10.1590/SciELOPreprints.3051
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://preprints.scielo.org/index.php/scielo/article/view/3051/5583
dc.rights.driver.fl_str_mv Copyright (c) 2021 Gustavo Martins Piccolo
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2021 Gustavo Martins Piccolo
https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv SciELO Preprints
SciELO Preprints
SciELO Preprints
publisher.none.fl_str_mv SciELO Preprints
SciELO Preprints
SciELO Preprints
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repository.mail.fl_str_mv scielo.submission@scielo.org
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