Proposals for teaching in Special Education: contributions from the Brazilian academic field

Detalhes bibliográficos
Autor(a) principal: Casagrande, Rosana de Castro
Data de Publicação: 2024
Outros Autores: Oliveira, Jáima Pinheiro de
Tipo de documento: Artigo
Idioma: por
Título da fonte: Práxis Educativa (Online)
Texto Completo: https://revistas.uepg.br/index.php/praxiseducativa/article/view/22614
Resumo: This research aimed to systematize the main proposals for teaching in Special Education, within the scope of its academic field in Brazil. The theoretical framework is based on Bourdieu (2004a) and Bourdieu, Chamboredon e Passeron (2007), Hey (2008) and previous research (Casagrande, 2020, 2021; Casagrande; Mainardes, 2021a, 2021b; Mainardes; Casagrande, 2022) on the academic field of Special Education. It is characterized as a study of a qualitative, exploratory nature and a bibliographic research type procedure. As a result, a set of proposals from field agents was found, organized into two categories, named as follows: 1. Broader teaching proposals: accessibility, Multi-layered Support System, School Inclusion Support Professionals; and 2. More specific teaching proposals: Universal Design for Learning, Collaborative Teaching, Curricular Differentiation, Evidence-Based Practices, Individualized Educational Plan, Cooperative Learning, Active Methodologies and Assistive Technology. These proposals make up the so-called innovative inclusive practices currently recommended, and which benefit everyone’s learning and development. Agents in the field of Special Education provide, through their research, several productions that, together, indicate possibilities for achieving school inclusion. Keywords: Teaching proposals. Special Education. School inclusion. Academic field.
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spelling Proposals for teaching in Special Education: contributions from the Brazilian academic fieldPropuestas para la enseñanza en Educación Especial: contribuciones del campo académico brasileñoPropostas para o ensino na Educação Especial: contribuições do campo acadêmico brasileiro This research aimed to systematize the main proposals for teaching in Special Education, within the scope of its academic field in Brazil. The theoretical framework is based on Bourdieu (2004a) and Bourdieu, Chamboredon e Passeron (2007), Hey (2008) and previous research (Casagrande, 2020, 2021; Casagrande; Mainardes, 2021a, 2021b; Mainardes; Casagrande, 2022) on the academic field of Special Education. It is characterized as a study of a qualitative, exploratory nature and a bibliographic research type procedure. As a result, a set of proposals from field agents was found, organized into two categories, named as follows: 1. Broader teaching proposals: accessibility, Multi-layered Support System, School Inclusion Support Professionals; and 2. More specific teaching proposals: Universal Design for Learning, Collaborative Teaching, Curricular Differentiation, Evidence-Based Practices, Individualized Educational Plan, Cooperative Learning, Active Methodologies and Assistive Technology. These proposals make up the so-called innovative inclusive practices currently recommended, and which benefit everyone’s learning and development. Agents in the field of Special Education provide, through their research, several productions that, together, indicate possibilities for achieving school inclusion. Keywords: Teaching proposals. Special Education. School inclusion. Academic field.Esta investigación tuvo como objetivo sistematizar las principales propuestas para la enseñanza en Educación Especial, en el ámbito de su campo académico en Brasil. El marco teórico se basa en Pierre Bourdieu (2004a) y Bourdieu, Chamboredon e Passeron (2007), Hey (2008) e investigaciones previas (Casagrande, 2020, 2021; Casagrande; Mainardes, 2021a, 2021b; Mainardes; Casagrande, 2022) sobre el campo académico de la Educación Especial. Se caracteriza por ser un estudio de naturaleza cualitativa, exploratoria y bibliográfica. Como resultado, fue encontrado un conjunto de propuestas de los agentes del campo, organizado en dos categorías así denominadas: 1. Propuestas más amplias: accesibilidad, sistema de soporte multicapas, profesionales de apoyo a la inclusión escolar; y 2. Propuestas más específicas: diseño universal para el aprendizaje, enseñanza colaborativa, diferenciación curricular, prácticas basadas en evidencia, plan educativo individualizado, aprendizaje cooperativo, metodologías activas y tecnología asistiva. Las referidas propuestas componen las denominadas prácticas inclusivas innovadoras actualmente recomendadas y que benefician el aprendizaje y desarrollo de todos. Los agentes del campo de la Educación Especial hacen disponibles, por medio de sus investigaciones, diversas producciones que, en conjunto, indican posibilidades para hacer efectiva la inclusión escolar. Palabras-clave: Propuestas de enseñanza. Educación Especial. Inclusión escolar. Campo académico.Esta pesquisa teve por objetivo sistematizar as principais propostas para o ensino na Educação Especial, no âmbito de seu campo acadêmico, no Brasil. O referencial teórico fundamenta-se em Bourdieu (2004a) e Bourdieu, Chamboredon e Passeron (2007), Hey (2008) e em pesquisas anteriores (Casagrande, 2020, 2021; Casagrande; Mainardes, 2021a, 2021b; Mainardes; Casagrande, 2022) sobre o campo acadêmico da Educação Especial. Caracteriza-se como um estudo de natureza qualitativa, exploratória e bibliográfica. Como resultado, um conjunto de propostas dos agentes do campo foi encontrado e organizado em duas categorias, assim denominadas: 1. Propostas mais amplas: Acessibilidade, Sistema de Suporte Multicamadas, Profissionais de Apoio à Inclusão Escolar; e 2. Propostas mais específicas: Desenho Universal para a Aprendizagem, Ensino Colaborativo, Diferenciação Curricular, Práticas Baseadas em Evidências, Plano Educacional Individualizado, Aprendizagem Cooperativa, Metodologias Ativas e Tecnologia Assistiva. As referidas propostas compõem as chamadas práticas inclusivas inovadoras atualmente recomendadas e que beneficiam a aprendizagem e o desenvolvimento de todos. Os agentes do campo da Educação Especial disponibilizam, por meio de suas pesquisas, diversas produções que, em conjunto, indicam possibilidades para a efetivação da inclusão escolar. Palavras-chave: Propostas de ensino. Educação Especial. Inclusão escolar. Campo acadêmico.Universidade Estadual de Ponta Grossa2024-02-23info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistas.uepg.br/index.php/praxiseducativa/article/view/2261410.5212/PraxEduc.v.19.22614.006Práxis Educativa; Vol. 19 (2024): Publicação contínua; 1-25Práxis Educativa; Vol. 19 (2024): Publicação contínua; 1-25Práxis Educativa; V. 19 (2024): Publicação contínua; 1-25Práxis Educativa; v. 19 (2024): Publicação contínua; 1-251809-43091809-4031reponame:Práxis Educativa (Online)instname:Universidade Estadual de Ponta Grossa (UEPG)instacron:UEPGporhttps://revistas.uepg.br/index.php/praxiseducativa/article/view/22614/209209218315Copyright (c) 2024 Práxis Educativahttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessCasagrande, Rosana de CastroOliveira, Jáima Pinheiro de2024-02-23T11:16:24Zoai:uepg.br:article/22614Revistahttp://www.revistas2.uepg.br/index.php/praxiseducativaPUBhttps://revistas2.uepg.br/index.php/praxiseducativa/oaipraxiseducativa@uepg.br||praxiseducativa@uepg.br1809-43091809-4031opendoar:2024-02-23T11:16:24Práxis Educativa (Online) - Universidade Estadual de Ponta Grossa (UEPG)false
dc.title.none.fl_str_mv Proposals for teaching in Special Education: contributions from the Brazilian academic field
Propuestas para la enseñanza en Educación Especial: contribuciones del campo académico brasileño
Propostas para o ensino na Educação Especial: contribuições do campo acadêmico brasileiro
title Proposals for teaching in Special Education: contributions from the Brazilian academic field
spellingShingle Proposals for teaching in Special Education: contributions from the Brazilian academic field
Casagrande, Rosana de Castro
title_short Proposals for teaching in Special Education: contributions from the Brazilian academic field
title_full Proposals for teaching in Special Education: contributions from the Brazilian academic field
title_fullStr Proposals for teaching in Special Education: contributions from the Brazilian academic field
title_full_unstemmed Proposals for teaching in Special Education: contributions from the Brazilian academic field
title_sort Proposals for teaching in Special Education: contributions from the Brazilian academic field
author Casagrande, Rosana de Castro
author_facet Casagrande, Rosana de Castro
Oliveira, Jáima Pinheiro de
author_role author
author2 Oliveira, Jáima Pinheiro de
author2_role author
dc.contributor.author.fl_str_mv Casagrande, Rosana de Castro
Oliveira, Jáima Pinheiro de
description This research aimed to systematize the main proposals for teaching in Special Education, within the scope of its academic field in Brazil. The theoretical framework is based on Bourdieu (2004a) and Bourdieu, Chamboredon e Passeron (2007), Hey (2008) and previous research (Casagrande, 2020, 2021; Casagrande; Mainardes, 2021a, 2021b; Mainardes; Casagrande, 2022) on the academic field of Special Education. It is characterized as a study of a qualitative, exploratory nature and a bibliographic research type procedure. As a result, a set of proposals from field agents was found, organized into two categories, named as follows: 1. Broader teaching proposals: accessibility, Multi-layered Support System, School Inclusion Support Professionals; and 2. More specific teaching proposals: Universal Design for Learning, Collaborative Teaching, Curricular Differentiation, Evidence-Based Practices, Individualized Educational Plan, Cooperative Learning, Active Methodologies and Assistive Technology. These proposals make up the so-called innovative inclusive practices currently recommended, and which benefit everyone’s learning and development. Agents in the field of Special Education provide, through their research, several productions that, together, indicate possibilities for achieving school inclusion. Keywords: Teaching proposals. Special Education. School inclusion. Academic field.
publishDate 2024
dc.date.none.fl_str_mv 2024-02-23
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dc.identifier.uri.fl_str_mv https://revistas.uepg.br/index.php/praxiseducativa/article/view/22614
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url https://revistas.uepg.br/index.php/praxiseducativa/article/view/22614
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dc.language.iso.fl_str_mv por
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dc.relation.none.fl_str_mv https://revistas.uepg.br/index.php/praxiseducativa/article/view/22614/209209218315
dc.rights.driver.fl_str_mv Copyright (c) 2024 Práxis Educativa
https://creativecommons.org/licenses/by/4.0
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rights_invalid_str_mv Copyright (c) 2024 Práxis Educativa
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eu_rights_str_mv openAccess
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dc.publisher.none.fl_str_mv Universidade Estadual de Ponta Grossa
publisher.none.fl_str_mv Universidade Estadual de Ponta Grossa
dc.source.none.fl_str_mv Práxis Educativa; Vol. 19 (2024): Publicação contínua; 1-25
Práxis Educativa; Vol. 19 (2024): Publicação contínua; 1-25
Práxis Educativa; V. 19 (2024): Publicação contínua; 1-25
Práxis Educativa; v. 19 (2024): Publicação contínua; 1-25
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