Inclusão educional e ideologia
Autor(a) principal: | |
---|---|
Data de Publicação: | 2020 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFG |
Texto Completo: | http://repositorio.bc.ufg.br/tede/handle/tede/11127 |
Resumo: | It is a theoretical research. In order to analyze school inclusion as an ideology, the work is divided into three parts. The first discusses philosophical, medical and psycho-pedagogical knowledge that supported the education of people with disabilities throughout the historical process. It reflects on disability as a medical problem and the beginning of what would come to be recognized as special education. Concepts on education in general and the education of people with disabilities developed within the scope of psychology are analyzed. The distancing of medicine in the construction of educational processes is analyzed, without denying its constant presence in the education of social behaviors, at the present moment, marked by the medicalization of life. In the second part of the work, school education is discussed as a need for capital, which is therefore a right in capitalist society. It reflects on the ideological processes that go through the school, taking it as an object of ideological discourse and as an ideology maintenance agency. The development of the concepts of inclusion announced mainly by the United Nations Educational, Scientific and Cultural Organization is analyzed, building a close relationship with the processes of productive restructuring and maintaining hegemony. An essay on subjectivity, school education and neoliberalism is carried out, finalizing the construction of the foundations for the analysis of school inclusion as ideology. In the last part, the appropriation of claims by capital is analyzed, for the composition of the discourse of cynical ideological justification. Based on the Salamanca Declaration and the authors most cited in theses on school inclusion of students with intellectual disabilities, the concrete bases that build the elements of maintaining school inclusion as ideology are reflected. In the final remarks, the need to submit the debate on school inclusion to the radical critique of capitalist society and to articulation with actions aimed at overcoming it is emphasized. |
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Resende, Maria do Rosário Silvahttp://lattes.cnpq.br/9438831227539163Resende, Maria do Rosário SilvaSantos, André Vieira dosSilva, Hugo Leonardo Fonseca dahttp://lattes.cnpq.br/5244620797550426Rios, Gleyson Batista2021-03-03T13:33:14Z2021-03-03T13:33:14Z2020-03-19RIOS, Gleyson Batista. Inclusão educional e ideologia. 2020. 127 f. Dissertação (Mestrado em Psicologia) - Universidade Federal de Goiás, Goiânia, 2020.http://repositorio.bc.ufg.br/tede/handle/tede/11127ark:/38995/001300000cr4gIt is a theoretical research. In order to analyze school inclusion as an ideology, the work is divided into three parts. The first discusses philosophical, medical and psycho-pedagogical knowledge that supported the education of people with disabilities throughout the historical process. It reflects on disability as a medical problem and the beginning of what would come to be recognized as special education. Concepts on education in general and the education of people with disabilities developed within the scope of psychology are analyzed. The distancing of medicine in the construction of educational processes is analyzed, without denying its constant presence in the education of social behaviors, at the present moment, marked by the medicalization of life. In the second part of the work, school education is discussed as a need for capital, which is therefore a right in capitalist society. It reflects on the ideological processes that go through the school, taking it as an object of ideological discourse and as an ideology maintenance agency. The development of the concepts of inclusion announced mainly by the United Nations Educational, Scientific and Cultural Organization is analyzed, building a close relationship with the processes of productive restructuring and maintaining hegemony. An essay on subjectivity, school education and neoliberalism is carried out, finalizing the construction of the foundations for the analysis of school inclusion as ideology. In the last part, the appropriation of claims by capital is analyzed, for the composition of the discourse of cynical ideological justification. Based on the Salamanca Declaration and the authors most cited in theses on school inclusion of students with intellectual disabilities, the concrete bases that build the elements of maintaining school inclusion as ideology are reflected. In the final remarks, the need to submit the debate on school inclusion to the radical critique of capitalist society and to articulation with actions aimed at overcoming it is emphasized.Trata-se de uma pesquisa teórica com o objetivo de analisar a inclusão escolar como ideologia. Para tanto, são discutidos a deficiência como um problema médico e o início do que viria a ser reconhecido como educação especial; as concepções sobre a educação em geral e a educação da pessoa com deficiência desenvolvidas no âmbito da psicologia; o distanciamento da medicina na construção de processos educativos, sem negar sua presença constante na educação dos comportamentos sociais, no momento atual, marcada pela medicalização da vida; a educação escolar como necessidade do capital e por isso direito na sociedade capitalista; os processos ideológicos que atravessam a escola, tomando-a como objeto do discurso ideológico e como agência de manutenção da ideologia; o desenvolvimento das concepções de inclusão anunciadas principalmente pela Organização das Nações Unidas para a Educação, a Ciência e a Cultura, construindo a estreita relação com os processos de reestruturação produtiva e manutenção da hegemonia; a apropriação das reivindicações pelo capital para composição do discurso da cínica justificação ideológica. As reflexões se deram a partir da Declaração de Salamanca, de autores mais citados em teses sobre inclusão escolar do aluno com deficiência intelectual e das bases concretas que constroem os elementos de manutenção da inclusão escolar como ideologia. Os resultados desta pesquisa apontam a necessidade do debate da inclusão escolar com crítica radical à sociedade capitalista e a articulação com ações que visam a sua superação.Submitted by Luciana Ferreira (lucgeral@gmail.com) on 2021-03-02T13:45:05Z No. of bitstreams: 2 license_rdf: 805 bytes, checksum: 4460e5956bc1d1639be9ae6146a50347 (MD5) Dissertação - Gleyson Batista Rios - 2020.pdf: 1502114 bytes, checksum: b968dede6d66ee50ec92486f01a1b53c (MD5)Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2021-03-03T13:33:14Z (GMT) No. of bitstreams: 2 license_rdf: 805 bytes, checksum: 4460e5956bc1d1639be9ae6146a50347 (MD5) Dissertação - Gleyson Batista Rios - 2020.pdf: 1502114 bytes, checksum: b968dede6d66ee50ec92486f01a1b53c (MD5)Made available in DSpace on 2021-03-03T13:33:14Z (GMT). No. of bitstreams: 2 license_rdf: 805 bytes, checksum: 4460e5956bc1d1639be9ae6146a50347 (MD5) Dissertação - Gleyson Batista Rios - 2020.pdf: 1502114 bytes, checksum: b968dede6d66ee50ec92486f01a1b53c (MD5) Previous issue date: 2020-03-19porUniversidade Federal de GoiásPrograma de Pós-graduação em Psicologia (FE)UFGBrasilFaculdade de Educação - FE (RG)Attribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessEducação inclusivaDeficiência intelectualPsicologiaIdeologiaInclusive educationIntellectual disabilityPsychologyIdeologyCIENCIAS HUMANAS::PSICOLOGIAInclusão educional e ideologiaSchool inclusion and ideologyinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesis7950050050012199reponame:Repositório Institucional da UFGinstname:Universidade Federal de Goiás (UFG)instacron:UFGLICENSElicense.txtlicense.txttext/plain; charset=utf-81748http://repositorio.bc.ufg.br/tede/bitstreams/28b6537f-80a0-445b-9c79-85efacf67f36/download8a4605be74aa9ea9d79846c1fba20a33MD51CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; charset=utf-8805http://repositorio.bc.ufg.br/tede/bitstreams/1c5c4da5-d3f1-4285-861c-bb935fd175a4/download4460e5956bc1d1639be9ae6146a50347MD52ORIGINALDissertação - Gleyson Batista Rios - 2020.pdfDissertação - Gleyson Batista Rios - 2020.pdfapplication/pdf1502114http://repositorio.bc.ufg.br/tede/bitstreams/eb352213-e9be-4bc2-bfe9-3f0f50a687e9/downloadb968dede6d66ee50ec92486f01a1b53cMD53tede/111272021-03-03 10:33:15.519http://creativecommons.org/licenses/by-nc-nd/4.0/Attribution-NonCommercial-NoDerivatives 4.0 Internationalopen.accessoai:repositorio.bc.ufg.br:tede/11127http://repositorio.bc.ufg.br/tedeRepositório InstitucionalPUBhttp://repositorio.bc.ufg.br/oai/requesttasesdissertacoes.bc@ufg.bropendoar:2021-03-03T13:33:15Repositório Institucional da UFG - Universidade Federal de Goiás (UFG)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 |
dc.title.pt_BR.fl_str_mv |
Inclusão educional e ideologia |
dc.title.alternative.eng.fl_str_mv |
School inclusion and ideology |
title |
Inclusão educional e ideologia |
spellingShingle |
Inclusão educional e ideologia Rios, Gleyson Batista Educação inclusiva Deficiência intelectual Psicologia Ideologia Inclusive education Intellectual disability Psychology Ideology CIENCIAS HUMANAS::PSICOLOGIA |
title_short |
Inclusão educional e ideologia |
title_full |
Inclusão educional e ideologia |
title_fullStr |
Inclusão educional e ideologia |
title_full_unstemmed |
Inclusão educional e ideologia |
title_sort |
Inclusão educional e ideologia |
author |
Rios, Gleyson Batista |
author_facet |
Rios, Gleyson Batista |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Resende, Maria do Rosário Silva |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/9438831227539163 |
dc.contributor.referee1.fl_str_mv |
Resende, Maria do Rosário Silva |
dc.contributor.referee2.fl_str_mv |
Santos, André Vieira dos |
dc.contributor.referee3.fl_str_mv |
Silva, Hugo Leonardo Fonseca da |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/5244620797550426 |
dc.contributor.author.fl_str_mv |
Rios, Gleyson Batista |
contributor_str_mv |
Resende, Maria do Rosário Silva Resende, Maria do Rosário Silva Santos, André Vieira dos Silva, Hugo Leonardo Fonseca da |
dc.subject.por.fl_str_mv |
Educação inclusiva Deficiência intelectual Psicologia Ideologia |
topic |
Educação inclusiva Deficiência intelectual Psicologia Ideologia Inclusive education Intellectual disability Psychology Ideology CIENCIAS HUMANAS::PSICOLOGIA |
dc.subject.eng.fl_str_mv |
Inclusive education Intellectual disability Psychology Ideology |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::PSICOLOGIA |
description |
It is a theoretical research. In order to analyze school inclusion as an ideology, the work is divided into three parts. The first discusses philosophical, medical and psycho-pedagogical knowledge that supported the education of people with disabilities throughout the historical process. It reflects on disability as a medical problem and the beginning of what would come to be recognized as special education. Concepts on education in general and the education of people with disabilities developed within the scope of psychology are analyzed. The distancing of medicine in the construction of educational processes is analyzed, without denying its constant presence in the education of social behaviors, at the present moment, marked by the medicalization of life. In the second part of the work, school education is discussed as a need for capital, which is therefore a right in capitalist society. It reflects on the ideological processes that go through the school, taking it as an object of ideological discourse and as an ideology maintenance agency. The development of the concepts of inclusion announced mainly by the United Nations Educational, Scientific and Cultural Organization is analyzed, building a close relationship with the processes of productive restructuring and maintaining hegemony. An essay on subjectivity, school education and neoliberalism is carried out, finalizing the construction of the foundations for the analysis of school inclusion as ideology. In the last part, the appropriation of claims by capital is analyzed, for the composition of the discourse of cynical ideological justification. Based on the Salamanca Declaration and the authors most cited in theses on school inclusion of students with intellectual disabilities, the concrete bases that build the elements of maintaining school inclusion as ideology are reflected. In the final remarks, the need to submit the debate on school inclusion to the radical critique of capitalist society and to articulation with actions aimed at overcoming it is emphasized. |
publishDate |
2020 |
dc.date.issued.fl_str_mv |
2020-03-19 |
dc.date.accessioned.fl_str_mv |
2021-03-03T13:33:14Z |
dc.date.available.fl_str_mv |
2021-03-03T13:33:14Z |
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 |
RIOS, Gleyson Batista. Inclusão educional e ideologia. 2020. 127 f. Dissertação (Mestrado em Psicologia) - Universidade Federal de Goiás, Goiânia, 2020. |
dc.identifier.uri.fl_str_mv |
http://repositorio.bc.ufg.br/tede/handle/tede/11127 |
dc.identifier.dark.fl_str_mv |
ark:/38995/001300000cr4g |
identifier_str_mv |
RIOS, Gleyson Batista. Inclusão educional e ideologia. 2020. 127 f. Dissertação (Mestrado em Psicologia) - Universidade Federal de Goiás, Goiânia, 2020. ark:/38995/001300000cr4g |
url |
http://repositorio.bc.ufg.br/tede/handle/tede/11127 |
dc.language.iso.fl_str_mv |
por |
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por |
dc.relation.program.fl_str_mv |
79 |
dc.relation.confidence.fl_str_mv |
500 500 500 |
dc.relation.department.fl_str_mv |
12 |
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199 |
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Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess |
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Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ |
eu_rights_str_mv |
openAccess |
dc.publisher.none.fl_str_mv |
Universidade Federal de Goiás |
dc.publisher.program.fl_str_mv |
Programa de Pós-graduação em Psicologia (FE) |
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UFG |
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Brasil |
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Faculdade de Educação - FE (RG) |
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Universidade Federal de Goiás |
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