Políticas inclusivas: características e tendências das produções acadêmicas em programas de pós-graduação em educação do Nordeste (2010-2018)
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da UEFS |
Texto Completo: | http://tede2.uefs.br:8080/handle/tede/1420 |
Resumo: | This research aims to study the academic production focused on Inclusive Educational Policies, in the Graduate Programs in Education located in the Northeast region of Brazil, in the period 2010-2018, specifically theses and dissertations. The research problem was guided by the following central question: What are the characteristics and tendencies of academic productions (theses and dissertations) presented in graduate programs in education in the Northeast region that treat with inclusive policies in the period 2010-2018 and what contributions have they brought to the field regarding the method and epistemological bases? The general objective of the research was: to characterize and analyze theses and dissertations defended in the period 2010-2018 and that guided the inclusive policies, produced in graduate programs in education in the Northeast region, identifying the predominant theoretical-methodological tendencies and contributions to the field of study in inclusive policies. As for the theoretical and methodological orientations, this is a research inspired by critical theory, whose denomination was assumed by the Frankfurt School, which proclaims the articulation between social criticism and human emancipation, as a historical project. Inspired by the thought of Theodor W. Adorno, the research also gave way to other contemporary intellectuals, in particular Crochik (2007, 2011), Crochik et.al (2009, 2013). In the light of the reference, the notion of Inclusive Education has assumed from the beginning of the work, covering the double dimension with respect to diversity and to face the processes of inequality production in relation to minorities. This understanding is associated with the recognition that the achievements around inclusive education do not result from spontaneity, but organized actions and struggles emanating from discriminated social groups, in the context of historical movements of resistance to the different forms of segregation and social hierarchy that produce marginality and inequality. Combined with this, the research was guided by the simultaneous effort of characterization of productions, analysis and identification of possible signs of struggles within the field of education, faced with the diversity and conflict of approaches. Regarding methodological strategies, the research was oriented by the assumptions of the review studies, according to State of Art parameters, based on Vosgerau and Romanowski (2014). The corpus, constuting of theses and dissertations, revealed that productions focusing on Inclusive Education have prioritized the political and social dimensions that circumstantiate the thematic clippings. The choices in this direction point out concerns with the situations of the subjects of law in a relational way, including physical, intellectual, social and/or political aspects. The studies indicate a great convergence with the approaches that relate education and emancipation, although there is also a great diversity of epistemological contributions, such as: phenomenological, historical-social, historical-discursive approach and theory of inclusion/inclusion, intercultural, cultural studies of education, dialectical materialism and the theory of social representation, indicating that there is no hegemony of a specific interpretation about inclusion. |
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Silva, Antônia Almeida44839367515http://lattes.cnpq.br/6224537138349065Silva, Antônia Almeidahttp://lattes.cnpq.br/6224537138349065Mendes, Valdelaine da Rosahttp://lattes.cnpq.br/6848764344636670Souza, Lucimêre Rodrigues dehttp://lattes.cnpq.br/4093635979270109Barbosa, Elizabete Pereirahttp://lattes.cnpq.br/108725640813862302635109567http://lattes.cnpq.br/5056805541563656Andrade, Josiane Santiago dos Santos2023-07-04T20:03:06Z2021-08-30Políticas inclusivas: características e tendências das produções acadêmicas em programas de pós-graduação em educação do Nordeste (2010-2018). 2021. 65 f. Dissertação, Mestrado Acadêmico em Educação, Universidade Estadual de Feira de Santana, 2021.http://tede2.uefs.br:8080/handle/tede/1420This research aims to study the academic production focused on Inclusive Educational Policies, in the Graduate Programs in Education located in the Northeast region of Brazil, in the period 2010-2018, specifically theses and dissertations. The research problem was guided by the following central question: What are the characteristics and tendencies of academic productions (theses and dissertations) presented in graduate programs in education in the Northeast region that treat with inclusive policies in the period 2010-2018 and what contributions have they brought to the field regarding the method and epistemological bases? The general objective of the research was: to characterize and analyze theses and dissertations defended in the period 2010-2018 and that guided the inclusive policies, produced in graduate programs in education in the Northeast region, identifying the predominant theoretical-methodological tendencies and contributions to the field of study in inclusive policies. As for the theoretical and methodological orientations, this is a research inspired by critical theory, whose denomination was assumed by the Frankfurt School, which proclaims the articulation between social criticism and human emancipation, as a historical project. Inspired by the thought of Theodor W. Adorno, the research also gave way to other contemporary intellectuals, in particular Crochik (2007, 2011), Crochik et.al (2009, 2013). In the light of the reference, the notion of Inclusive Education has assumed from the beginning of the work, covering the double dimension with respect to diversity and to face the processes of inequality production in relation to minorities. This understanding is associated with the recognition that the achievements around inclusive education do not result from spontaneity, but organized actions and struggles emanating from discriminated social groups, in the context of historical movements of resistance to the different forms of segregation and social hierarchy that produce marginality and inequality. Combined with this, the research was guided by the simultaneous effort of characterization of productions, analysis and identification of possible signs of struggles within the field of education, faced with the diversity and conflict of approaches. Regarding methodological strategies, the research was oriented by the assumptions of the review studies, according to State of Art parameters, based on Vosgerau and Romanowski (2014). The corpus, constuting of theses and dissertations, revealed that productions focusing on Inclusive Education have prioritized the political and social dimensions that circumstantiate the thematic clippings. The choices in this direction point out concerns with the situations of the subjects of law in a relational way, including physical, intellectual, social and/or political aspects. The studies indicate a great convergence with the approaches that relate education and emancipation, although there is also a great diversity of epistemological contributions, such as: phenomenological, historical-social, historical-discursive approach and theory of inclusion/inclusion, intercultural, cultural studies of education, dialectical materialism and the theory of social representation, indicating that there is no hegemony of a specific interpretation about inclusion.A presente pesquisa tomou como objeto de estudo a produção acadêmica voltada para as Políticas Educacionais Inclusivas, nos Programas de Pós-Graduação em Educação situados na região Nordeste do Brasil, no período de 2010-2018, notadamente as teses e dissertações. A problemática da investigação foi orientada pela seguinte questão central: Quais são as características e tendências das produções acadêmicas (teses e dissertações) apresentadas em programas de pós-graduação em educação da Região Nordeste que trataram das políticas inclusivas no período de 2010-2018 e que contribuições trouxeram ao campo quanto ao método e bases epistemológicas? O objetivo geral da pesquisa foi: caracterizar e analisar teses e dissertações defendidas no período 2010-2018 e que pautaram as políticas inclusivas, produzidas nos programas de pós-graduação em educação da região Nordeste, identificando as tendências teórico-metodológicas predominantes e as contribuições para o campo de estudo em políticas inclusivas. Quanto às orientações teórico-metodológicas, trata-se de uma pesquisa inspirada na teoria crítica, cuja denominação foi assumida pela Escola de Frankfurt, a qual preconiza a articulação entre crítica social e emancipação humana, como projeto histórico. Com inspiração no pensamento de Theodor W. Adorno, a pesquisa também deu lugar a outros intelectuais contemporâneos, notadamente Crochik (2007, 2011), Crochik et. al (2009, 2013). À luz do referencial, assumiu-se desde o início dos trabalhos a noção de educação inclusiva abrangendo a dupla dimensão de respeito à diversidade e enfrentamento dos processos de produção da desigualdade em relação às minorias. Esse entendimento se associa ao reconhecimento de que as conquistas em torno da educação inclusiva não resultam da espontaneidade, mas de ações organizadas e lutas emanadas de grupos sociais discriminados, no bojo dos movimentos históricos de resistência às diferentes formas de segregação e hierarquização social que produzem marginalidade e desigualdade. Combinado a isto, a pesquisa foi orientada pelo esforço simultâneo de caracterização das produções, análise e identificação dos possíveis sinais de lutas no interior do campo da educação, em face da diversidade e conflito das abordagens. Quanto às estratégias metodológicas, a pesquisa foi orientada pelos pressupostos dos estudos de revisão, em conformidade com os parâmetros do Estado da Arte, com base em Vosgerau e Romanowski (2014). O corpus, constituído por teses e dissertações, revelou que as produções com enfoque em educação inclusiva têm priorizado as dimensões política e social que circunstanciam os recortes temáticos. As escolhas nessa direção apontam para preocupações com as situações dos sujeitos de direito de maneira relacional, abrangendo aspectos físico, intelectual, social e/ou político. Os estudos indicam grande convergência com as abordagens que relacionam educação e emancipação, embora também se observe grande diversidade de aportes epistemológicos, tais como: abordagem fenomenológica, histórico-social, histórico-discursiva e teoria da inclusão/inclusivista, intercultural, estudos culturais da educação, materialismo dialético e a teoria da representação social, indicando que não há hegemonia de uma interpretação específica sobre a inclusão.Submitted by Naara Anjos (nmanjos@uefs.br) on 2023-07-04T20:03:06Z No. of bitstreams: 1 Josiane - Dissertação.pdf: 1520152 bytes, checksum: 464c5e33f2eec08c8a2f41e0d71591ac (MD5)Made available in DSpace on 2023-07-04T20:03:06Z (GMT). No. of bitstreams: 1 Josiane - Dissertação.pdf: 1520152 bytes, checksum: 464c5e33f2eec08c8a2f41e0d71591ac (MD5) Previous issue date: 2021-08-30application/pdfporUniversidade Estadual de Feira de SantanaMestrado Acadêmico em EducaçãoUEFSBrasilDEPARTAMENTO DE EDUCAÇÃOPolítica Educacional InclusivaEstado da ArteInclusãoEducação inclusivaPLANEJAMENTO E AVALIACAO EDUCACIONAL::POLITICA EDUCACIONALPolíticas inclusivas: características e tendências das produções acadêmicas em programas de pós-graduação em educação do Nordeste (2010-2018)info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesis1352177059867160609600600600-74503728201711716985656802857464666073info:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da UEFSinstname:Universidade Estadual de Feira de Santana (UEFS)instacron:UEFSORIGINALJosiane - Dissertação.pdfJosiane - Dissertação.pdfapplication/pdf1520152http://tede2.uefs.br:8080/bitstream/tede/1420/2/Josiane+-+Disserta%C3%A7%C3%A3o.pdf464c5e33f2eec08c8a2f41e0d71591acMD52LICENSElicense.txtlicense.txttext/plain; charset=utf-82089http://tede2.uefs.br:8080/bitstream/tede/1420/1/license.txt7b5ba3d2445355f386edab96125d42b7MD51tede/14202023-07-04 17:03:06.331oai:tede2.uefs.br:8080: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Biblioteca Digital de Teses e Dissertaçõeshttp://tede2.uefs.br:8080/PUBhttp://tede2.uefs.br:8080/oai/requestbcuefs@uefs.br|| bcref@uefs.br||bcuefs@uefs.bropendoar:2023-07-04T20:03:06Biblioteca Digital de Teses e Dissertações da UEFS - Universidade Estadual de Feira de Santana (UEFS)false |
dc.title.por.fl_str_mv |
Políticas inclusivas: características e tendências das produções acadêmicas em programas de pós-graduação em educação do Nordeste (2010-2018) |
title |
Políticas inclusivas: características e tendências das produções acadêmicas em programas de pós-graduação em educação do Nordeste (2010-2018) |
spellingShingle |
Políticas inclusivas: características e tendências das produções acadêmicas em programas de pós-graduação em educação do Nordeste (2010-2018) Andrade, Josiane Santiago dos Santos Política Educacional Inclusiva Estado da Arte Inclusão Educação inclusiva PLANEJAMENTO E AVALIACAO EDUCACIONAL::POLITICA EDUCACIONAL |
title_short |
Políticas inclusivas: características e tendências das produções acadêmicas em programas de pós-graduação em educação do Nordeste (2010-2018) |
title_full |
Políticas inclusivas: características e tendências das produções acadêmicas em programas de pós-graduação em educação do Nordeste (2010-2018) |
title_fullStr |
Políticas inclusivas: características e tendências das produções acadêmicas em programas de pós-graduação em educação do Nordeste (2010-2018) |
title_full_unstemmed |
Políticas inclusivas: características e tendências das produções acadêmicas em programas de pós-graduação em educação do Nordeste (2010-2018) |
title_sort |
Políticas inclusivas: características e tendências das produções acadêmicas em programas de pós-graduação em educação do Nordeste (2010-2018) |
author |
Andrade, Josiane Santiago dos Santos |
author_facet |
Andrade, Josiane Santiago dos Santos |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Silva, Antônia Almeida |
dc.contributor.advisor1ID.fl_str_mv |
44839367515 |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/6224537138349065 |
dc.contributor.referee1.fl_str_mv |
Silva, Antônia Almeida |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/6224537138349065 |
dc.contributor.referee2.fl_str_mv |
Mendes, Valdelaine da Rosa |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/6848764344636670 |
dc.contributor.referee3.fl_str_mv |
Souza, Lucimêre Rodrigues de |
dc.contributor.referee3Lattes.fl_str_mv |
http://lattes.cnpq.br/4093635979270109 |
dc.contributor.referee4.fl_str_mv |
Barbosa, Elizabete Pereira |
dc.contributor.referee4Lattes.fl_str_mv |
http://lattes.cnpq.br/1087256408138623 |
dc.contributor.authorID.fl_str_mv |
02635109567 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/5056805541563656 |
dc.contributor.author.fl_str_mv |
Andrade, Josiane Santiago dos Santos |
contributor_str_mv |
Silva, Antônia Almeida Silva, Antônia Almeida Mendes, Valdelaine da Rosa Souza, Lucimêre Rodrigues de Barbosa, Elizabete Pereira |
dc.subject.por.fl_str_mv |
Política Educacional Inclusiva Estado da Arte Inclusão Educação inclusiva |
topic |
Política Educacional Inclusiva Estado da Arte Inclusão Educação inclusiva PLANEJAMENTO E AVALIACAO EDUCACIONAL::POLITICA EDUCACIONAL |
dc.subject.cnpq.fl_str_mv |
PLANEJAMENTO E AVALIACAO EDUCACIONAL::POLITICA EDUCACIONAL |
description |
This research aims to study the academic production focused on Inclusive Educational Policies, in the Graduate Programs in Education located in the Northeast region of Brazil, in the period 2010-2018, specifically theses and dissertations. The research problem was guided by the following central question: What are the characteristics and tendencies of academic productions (theses and dissertations) presented in graduate programs in education in the Northeast region that treat with inclusive policies in the period 2010-2018 and what contributions have they brought to the field regarding the method and epistemological bases? The general objective of the research was: to characterize and analyze theses and dissertations defended in the period 2010-2018 and that guided the inclusive policies, produced in graduate programs in education in the Northeast region, identifying the predominant theoretical-methodological tendencies and contributions to the field of study in inclusive policies. As for the theoretical and methodological orientations, this is a research inspired by critical theory, whose denomination was assumed by the Frankfurt School, which proclaims the articulation between social criticism and human emancipation, as a historical project. Inspired by the thought of Theodor W. Adorno, the research also gave way to other contemporary intellectuals, in particular Crochik (2007, 2011), Crochik et.al (2009, 2013). In the light of the reference, the notion of Inclusive Education has assumed from the beginning of the work, covering the double dimension with respect to diversity and to face the processes of inequality production in relation to minorities. This understanding is associated with the recognition that the achievements around inclusive education do not result from spontaneity, but organized actions and struggles emanating from discriminated social groups, in the context of historical movements of resistance to the different forms of segregation and social hierarchy that produce marginality and inequality. Combined with this, the research was guided by the simultaneous effort of characterization of productions, analysis and identification of possible signs of struggles within the field of education, faced with the diversity and conflict of approaches. Regarding methodological strategies, the research was oriented by the assumptions of the review studies, according to State of Art parameters, based on Vosgerau and Romanowski (2014). The corpus, constuting of theses and dissertations, revealed that productions focusing on Inclusive Education have prioritized the political and social dimensions that circumstantiate the thematic clippings. The choices in this direction point out concerns with the situations of the subjects of law in a relational way, including physical, intellectual, social and/or political aspects. The studies indicate a great convergence with the approaches that relate education and emancipation, although there is also a great diversity of epistemological contributions, such as: phenomenological, historical-social, historical-discursive approach and theory of inclusion/inclusion, intercultural, cultural studies of education, dialectical materialism and the theory of social representation, indicating that there is no hegemony of a specific interpretation about inclusion. |
publishDate |
2021 |
dc.date.issued.fl_str_mv |
2021-08-30 |
dc.date.accessioned.fl_str_mv |
2023-07-04T20:03:06Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
Políticas inclusivas: características e tendências das produções acadêmicas em programas de pós-graduação em educação do Nordeste (2010-2018). 2021. 65 f. Dissertação, Mestrado Acadêmico em Educação, Universidade Estadual de Feira de Santana, 2021. |
dc.identifier.uri.fl_str_mv |
http://tede2.uefs.br:8080/handle/tede/1420 |
identifier_str_mv |
Políticas inclusivas: características e tendências das produções acadêmicas em programas de pós-graduação em educação do Nordeste (2010-2018). 2021. 65 f. Dissertação, Mestrado Acadêmico em Educação, Universidade Estadual de Feira de Santana, 2021. |
url |
http://tede2.uefs.br:8080/handle/tede/1420 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.program.fl_str_mv |
1352177059867160609 |
dc.relation.confidence.fl_str_mv |
600 600 600 |
dc.relation.department.fl_str_mv |
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dc.relation.cnpq.fl_str_mv |
5656802857464666073 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
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application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Estadual de Feira de Santana |
dc.publisher.program.fl_str_mv |
Mestrado Acadêmico em Educação |
dc.publisher.initials.fl_str_mv |
UEFS |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
DEPARTAMENTO DE EDUCAÇÃO |
publisher.none.fl_str_mv |
Universidade Estadual de Feira de Santana |
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Biblioteca Digital de Teses e Dissertações da UEFS |
bitstream.url.fl_str_mv |
http://tede2.uefs.br:8080/bitstream/tede/1420/2/Josiane+-+Disserta%C3%A7%C3%A3o.pdf http://tede2.uefs.br:8080/bitstream/tede/1420/1/license.txt |
bitstream.checksum.fl_str_mv |
464c5e33f2eec08c8a2f41e0d71591ac 7b5ba3d2445355f386edab96125d42b7 |
bitstream.checksumAlgorithm.fl_str_mv |
MD5 MD5 |
repository.name.fl_str_mv |
Biblioteca Digital de Teses e Dissertações da UEFS - Universidade Estadual de Feira de Santana (UEFS) |
repository.mail.fl_str_mv |
bcuefs@uefs.br|| bcref@uefs.br||bcuefs@uefs.br |
_version_ |
1809288784452255744 |