Inherence of clinical diagnosis in the production of educational in(ex)clusion

Bibliographic Details
Main Author: Christmann, Morgana
Publication Date: 2018
Other Authors: Oliveira Pavão, Sílvia Maria de
Format: Article
Language: por
eng
Source: Acta Scientiarum. Education (Online)
Download full: https://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/31628
Summary:  Presenting a clinical diagnosis (CD) in the context of special education can be interpretedby two ways: on the one hand, it can be used as a way to build strategies for attention to the student; on the other hand, beingthe reason of prejudice and exclusion, resulting indelimitation of educational practices. These are reflections that base the discussion in this paper, whose objective is to reflect upon the inherence of CD as a producer of inclusion/exclusion in the perspective of Inclusive Education. In order to meet the objective, theresearch method consisted of integrative review, and as source of analysis the studies produced by two important journals in the area of Special Education: the Brazilian Journal of Special Education and the Journal Special Education. It can be concluded that the CD is an ally in the building strategies for pedagogical action, reason why it can be structured by health and education, while cross-sectional concept, with the purpose of improving educational conditions. Exclusion, in turn, is a process inherent to the production of a CD. 
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spelling Inherence of clinical diagnosis in the production of educational in(ex)clusionLa inherencia del diagnóstico clínico en la producción de (in)exclusión educacionalA inerência do diagnóstico clínico na produção de (in)exclusão educacionalspecial educationinclusionscholar health.educación especialinclusiónsalud del escolar.educação especialinclusãosaúde do escolar. Presenting a clinical diagnosis (CD) in the context of special education can be interpretedby two ways: on the one hand, it can be used as a way to build strategies for attention to the student; on the other hand, beingthe reason of prejudice and exclusion, resulting indelimitation of educational practices. These are reflections that base the discussion in this paper, whose objective is to reflect upon the inherence of CD as a producer of inclusion/exclusion in the perspective of Inclusive Education. In order to meet the objective, theresearch method consisted of integrative review, and as source of analysis the studies produced by two important journals in the area of Special Education: the Brazilian Journal of Special Education and the Journal Special Education. It can be concluded that the CD is an ally in the building strategies for pedagogical action, reason why it can be structured by health and education, while cross-sectional concept, with the purpose of improving educational conditions. Exclusion, in turn, is a process inherent to the production of a CD.  Presentar un diagnóstico clínico (DC) en el contexto de la educación especial puede ser interpretado como una vía de doble sentido: por un lado, puede ser utilizado como forma de construir estrategias para la atención al estudiante; por otro, ser causa de prejuicio y exclusión, resultando, incluso, en la delimitación de prácticas educativas. Estas son las reflexiones que sostienen la discusión de este artículo, cuyo objetivo es reflexionar sobre la inherencia del DC como productor de inclusión/exclusión en la perspectiva de la educación inclusiva. Para atender a este objetivo, fue utilizada como método de investigación la revisión integradora, teniendo como material de examen los artículos producidos por dos importantes revistas del área de la educación especial: la Revista Brasileira de Educação Especial y la Revista Educação Especial. Se pudo concluir que el DC es un aliado en la formulación de estrategias de actuación pedagógicas, razón por la cual puede ser estructurado por la salud y por la educación, como conceptos transversales, con la finalidad de mejorar las condiciones educacionales. La exclusión, a su vez, es un proceso inherente a la producción de un DC. Apresentar um diagnóstico clínico no contexto da Educação Especial pode ser interpretado como via de mão dupla: por um lado, pode ser utilizado como forma de construir estratégias para a atenção ao estudante; por outro, ser causa de preconceito e exclusão, resultando, até mesmo, na delimitação de práticas educativas. Essas são as reflexões que sustentam a discussão deste artigo, cujo objetivo é refletir sobre a inerência do DC como produtor de inclusão/exclusão na perspectiva da educação inclusiva. Para atender a esse objetivo, foi utilizado como método de pesquisa a revisão integrativa, tendo como material de exame os artigos produzidos por duas importantes revistas da área da educação especial: a Revista Brasileira de Educação Especial e a Revista Educação Especial. Pôde-se concluir que o DC é um aliado na formulação de estratégias de atuação pedagógicas, razão pela qual pode ser estruturado pela saúde e pela educação, enquanto conceitos transversais, com a finalidade de melhorar as condições educacionais. A exclusão, por sua vez, é um processo inerente à produção de um DC. Universidade Estadual de Maringá2018-06-15info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttps://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/3162810.4025/actascieduc.v40i3.31628Acta Scientiarum. Education; Vol 40 No 3 (2018); e31628Acta Scientiarum. Education; v. 40 n. 3 (2018); e316282178-52012178-5198reponame:Acta Scientiarum. Education (Online)instname:Universidade Estadual de Maringá (UEM)instacron:UEMporenghttps://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/31628/751375137831https://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/31628/751375137990Copyright (c) 2018 Acta Scientiarum. Educationhttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessChristmann, MorganaOliveira Pavão, Sílvia Maria de2022-02-17T22:09:37Zoai:periodicos.uem.br/ojs:article/31628Revistahttp://www.periodicos.uem.br/ojs/index.php/ActaSciEduc/indexPUBhttps://periodicos.uem.br/ojs/index.php/ActaSciEduc/oaiactaeduc@uem.br||2178-52012178-5198opendoar:2022-02-17T22:09:37Acta Scientiarum. Education (Online) - Universidade Estadual de Maringá (UEM)false
dc.title.none.fl_str_mv Inherence of clinical diagnosis in the production of educational in(ex)clusion
La inherencia del diagnóstico clínico en la producción de (in)exclusión educacional
A inerência do diagnóstico clínico na produção de (in)exclusão educacional
title Inherence of clinical diagnosis in the production of educational in(ex)clusion
spellingShingle Inherence of clinical diagnosis in the production of educational in(ex)clusion
Christmann, Morgana
special education
inclusion
scholar health.
educación especial
inclusión
salud del escolar.
educação especial
inclusão
saúde do escolar.
title_short Inherence of clinical diagnosis in the production of educational in(ex)clusion
title_full Inherence of clinical diagnosis in the production of educational in(ex)clusion
title_fullStr Inherence of clinical diagnosis in the production of educational in(ex)clusion
title_full_unstemmed Inherence of clinical diagnosis in the production of educational in(ex)clusion
title_sort Inherence of clinical diagnosis in the production of educational in(ex)clusion
author Christmann, Morgana
author_facet Christmann, Morgana
Oliveira Pavão, Sílvia Maria de
author_role author
author2 Oliveira Pavão, Sílvia Maria de
author2_role author
dc.contributor.author.fl_str_mv Christmann, Morgana
Oliveira Pavão, Sílvia Maria de
dc.subject.por.fl_str_mv special education
inclusion
scholar health.
educación especial
inclusión
salud del escolar.
educação especial
inclusão
saúde do escolar.
topic special education
inclusion
scholar health.
educación especial
inclusión
salud del escolar.
educação especial
inclusão
saúde do escolar.
description  Presenting a clinical diagnosis (CD) in the context of special education can be interpretedby two ways: on the one hand, it can be used as a way to build strategies for attention to the student; on the other hand, beingthe reason of prejudice and exclusion, resulting indelimitation of educational practices. These are reflections that base the discussion in this paper, whose objective is to reflect upon the inherence of CD as a producer of inclusion/exclusion in the perspective of Inclusive Education. In order to meet the objective, theresearch method consisted of integrative review, and as source of analysis the studies produced by two important journals in the area of Special Education: the Brazilian Journal of Special Education and the Journal Special Education. It can be concluded that the CD is an ally in the building strategies for pedagogical action, reason why it can be structured by health and education, while cross-sectional concept, with the purpose of improving educational conditions. Exclusion, in turn, is a process inherent to the production of a CD. 
publishDate 2018
dc.date.none.fl_str_mv 2018-06-15
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/31628
10.4025/actascieduc.v40i3.31628
url https://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/31628
identifier_str_mv 10.4025/actascieduc.v40i3.31628
dc.language.iso.fl_str_mv por
eng
language por
eng
dc.relation.none.fl_str_mv https://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/31628/751375137831
https://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/31628/751375137990
dc.rights.driver.fl_str_mv Copyright (c) 2018 Acta Scientiarum. Education
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2018 Acta Scientiarum. Education
https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv Universidade Estadual de Maringá
publisher.none.fl_str_mv Universidade Estadual de Maringá
dc.source.none.fl_str_mv Acta Scientiarum. Education; Vol 40 No 3 (2018); e31628
Acta Scientiarum. Education; v. 40 n. 3 (2018); e31628
2178-5201
2178-5198
reponame:Acta Scientiarum. Education (Online)
instname:Universidade Estadual de Maringá (UEM)
instacron:UEM
instname_str Universidade Estadual de Maringá (UEM)
instacron_str UEM
institution UEM
reponame_str Acta Scientiarum. Education (Online)
collection Acta Scientiarum. Education (Online)
repository.name.fl_str_mv Acta Scientiarum. Education (Online) - Universidade Estadual de Maringá (UEM)
repository.mail.fl_str_mv actaeduc@uem.br||
_version_ 1754842069371715584

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