Affluents that irrigate the territories of the teaching discourses on the inclusion of people with disabilities in the regular teaching rooms

Detalhes bibliográficos
Autor(a) principal: Jarlisse Nina Beserra da Silva
Data de Publicação: 2022
Outros Autores: Jackson Ronie Sá-Silva, Marcia Raika e Silva Lima
Tipo de documento: Artigo
Idioma: por
Título da fonte: Devir Educação
Texto Completo: https://devireducacao.ded.ufla.br/index.php/DEVIR/article/view/534
Resumo: This article discusses and proposes reflections about the ideological consequences that permeate the teaching discourses and their (re) meanings about the inclusion of students with disabilities in regular teaching classrooms in Brazil. The research has a bibliographic character and qualitative character, from a critical-dialectical approach to the teaching discourses commonly produced in the school routine that are structured by the conservative forces of capitalist society and are established now in the uncompromising defense of the guarantee of the rights to the education of subjects with disabilities in regular education classrooms, or in defense of the service to this public in specialized classes or institutions. The analyses showed that these discourses influence educational practices aimed at people with disabilities, and a critical teacher reflection is needed for the implementation of an inclusive educational proposal. It is necessary to rethink the conception that teachers establish about what disability is, which incites a didactic-pedagogical work aimed at overcoming inequalities in the face of an exclusionary society.
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spelling Affluents that irrigate the territories of the teaching discourses on the inclusion of people with disabilities in the regular teaching roomsAfluentes que riegan los territorios de los discursos de los profesores sobre la inclusión de las personas con discapacidad en las aulas regularesAfluentes que irrigam os territórios dos discursos docentes sobre a inclusão de pessoas com deficiência nas salas de ensino regularInclusão; Discurso; Escolarização; Pessoa com deficiência; Docente.Inclusion; Speech; Schooling; Disabled person; Teacher.Inclusión. El discurso; Escolarización; Persona con discapacidad; MaestroThis article discusses and proposes reflections about the ideological consequences that permeate the teaching discourses and their (re) meanings about the inclusion of students with disabilities in regular teaching classrooms in Brazil. The research has a bibliographic character and qualitative character, from a critical-dialectical approach to the teaching discourses commonly produced in the school routine that are structured by the conservative forces of capitalist society and are established now in the uncompromising defense of the guarantee of the rights to the education of subjects with disabilities in regular education classrooms, or in defense of the service to this public in specialized classes or institutions. The analyses showed that these discourses influence educational practices aimed at people with disabilities, and a critical teacher reflection is needed for the implementation of an inclusive educational proposal. It is necessary to rethink the conception that teachers establish about what disability is, which incites a didactic-pedagogical work aimed at overcoming inequalities in the face of an exclusionary society.Este artículo discute y propone reflexiones sobre los desarrollos ideológicos que impregnan los discursos de los profesores y sus (re)significados sobre la inclusión de alumnos con discapacidad en las aulas de educación regular en Brasil. La investigación tiene un carácter bibliográfico y cualitativo, desde un enfoque crítico-dialéctico frente a los discursos comunes de los profesores producidos en la escuela cotidiana que están estructurados por las fuerzas de orden conservador propias de la sociedad capitalista y se establecen bien en la defensa intransigente de la garantía de los derechos a la educación de los sujetos con discapacidad en las aulas de educación regular, bien en la defensa del servicio a este público en las clases o instituciones especializadas. Los análisis muestran que estos discursos influyen en las prácticas educativas dirigidas a las personas con discapacidad, siendo necesaria una reflexión crítica del profesorado para la implementación de una propuesta educativa inclusiva. Es necesario repensar el concepto que los maestros establecen sobre lo que es la discapacidad, lo que propicia un trabajo didáctico-pedagógico orientado a la posibilidad de superar las desigualdades frente a una sociedad excluyente.Este artigo discute e propõe reflexões sobre os desdobramentos ideológicos que perpassam pelos discursos docentes e suas (re) significações a respeito da inclusão de alunos com deficiência nas salas de ensino regular no Brasil. A pesquisa tem caráter bibliográfico e de cunho qualitativo, a partir de uma abordagem crítico-dialética frente aos discursos docentes comumente produzidos no cotidiano escolar que se estruturam pelas forças de ordem conservadora próprias da sociedade capitalista e se estabelecem ora na defesa intransigente da garantia dos direitos à educação dos sujeitos com deficiência nas salas de ensino regular, ora em defesa do atendimento a este público em classes ou instituições especializadas. As análises realizadas evidenciam que estes discursos influenciam as práticas educacionais voltadas às pessoas com deficiência, sendo necessária uma reflexão docente crítica para a implementação de uma proposta educacional inclusiva. Faz-se necessário um repensar sobre a concepção que os professores estabelecem acerca do que seja a deficiência, que incite um fazer didático-pedagógico voltado para a possibilidade de superação das desigualdades diante de uma sociedade excludente.EDITORA DA UNIVERSIDADE FEDERAL DE LAVRAS2022-10-24info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionAvaliado pelos paresapplication/pdfhttps://devireducacao.ded.ufla.br/index.php/DEVIR/article/view/53410.30905/rde.v6i1.534Devir Educação; Bd. 6 Nr. 1 (2022): PUBLICAÇÃO CONTÍNUA; e-534Devir Educação; Vol. 6 No. 1 (2022): PUBLICAÇÃO CONTÍNUA; e-534Devir Educação; Vol. 6 Núm. 1 (2022): PUBLICAÇÃO CONTÍNUA; e-534Devir Educação; v. 6 n. 1 (2022): DEVIR EDUCAÇÃO; e-5342526-849X10.30905/rde.v6i1reponame:Devir Educaçãoinstname:Universidade Federal de Lavras (UFLA)instacron:UFLAporhttps://devireducacao.ded.ufla.br/index.php/DEVIR/article/view/534/433Copyright (c) 2022 Devir Educaçãohttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessJarlisse Nina Beserra da SilvaJackson Ronie Sá-SilvaMarcia Raika e Silva Lima2023-12-31T13:52:31Zoai:devireducacao.ded.ufla.br:article/534Revistahttp://devireducacao.ded.ufla.br/index.php/DEVIRPUBhttp://devireducacao.ded.ufla.br/index.php/DEVIR/oaidalvalobo48@gmail.com|| betlinsk49@gmail.com||2526-849X2526-849Xopendoar:2023-12-31T13:52:31Devir Educação - Universidade Federal de Lavras (UFLA)false
dc.title.none.fl_str_mv Affluents that irrigate the territories of the teaching discourses on the inclusion of people with disabilities in the regular teaching rooms
Afluentes que riegan los territorios de los discursos de los profesores sobre la inclusión de las personas con discapacidad en las aulas regulares
Afluentes que irrigam os territórios dos discursos docentes sobre a inclusão de pessoas com deficiência nas salas de ensino regular
title Affluents that irrigate the territories of the teaching discourses on the inclusion of people with disabilities in the regular teaching rooms
spellingShingle Affluents that irrigate the territories of the teaching discourses on the inclusion of people with disabilities in the regular teaching rooms
Jarlisse Nina Beserra da Silva
Inclusão; Discurso; Escolarização; Pessoa com deficiência; Docente.
Inclusion; Speech; Schooling; Disabled person; Teacher.
Inclusión. El discurso; Escolarización; Persona con discapacidad; Maestro
title_short Affluents that irrigate the territories of the teaching discourses on the inclusion of people with disabilities in the regular teaching rooms
title_full Affluents that irrigate the territories of the teaching discourses on the inclusion of people with disabilities in the regular teaching rooms
title_fullStr Affluents that irrigate the territories of the teaching discourses on the inclusion of people with disabilities in the regular teaching rooms
title_full_unstemmed Affluents that irrigate the territories of the teaching discourses on the inclusion of people with disabilities in the regular teaching rooms
title_sort Affluents that irrigate the territories of the teaching discourses on the inclusion of people with disabilities in the regular teaching rooms
author Jarlisse Nina Beserra da Silva
author_facet Jarlisse Nina Beserra da Silva
Jackson Ronie Sá-Silva
Marcia Raika e Silva Lima
author_role author
author2 Jackson Ronie Sá-Silva
Marcia Raika e Silva Lima
author2_role author
author
dc.contributor.author.fl_str_mv Jarlisse Nina Beserra da Silva
Jackson Ronie Sá-Silva
Marcia Raika e Silva Lima
dc.subject.por.fl_str_mv Inclusão; Discurso; Escolarização; Pessoa com deficiência; Docente.
Inclusion; Speech; Schooling; Disabled person; Teacher.
Inclusión. El discurso; Escolarización; Persona con discapacidad; Maestro
topic Inclusão; Discurso; Escolarização; Pessoa com deficiência; Docente.
Inclusion; Speech; Schooling; Disabled person; Teacher.
Inclusión. El discurso; Escolarización; Persona con discapacidad; Maestro
description This article discusses and proposes reflections about the ideological consequences that permeate the teaching discourses and their (re) meanings about the inclusion of students with disabilities in regular teaching classrooms in Brazil. The research has a bibliographic character and qualitative character, from a critical-dialectical approach to the teaching discourses commonly produced in the school routine that are structured by the conservative forces of capitalist society and are established now in the uncompromising defense of the guarantee of the rights to the education of subjects with disabilities in regular education classrooms, or in defense of the service to this public in specialized classes or institutions. The analyses showed that these discourses influence educational practices aimed at people with disabilities, and a critical teacher reflection is needed for the implementation of an inclusive educational proposal. It is necessary to rethink the conception that teachers establish about what disability is, which incites a didactic-pedagogical work aimed at overcoming inequalities in the face of an exclusionary society.
publishDate 2022
dc.date.none.fl_str_mv 2022-10-24
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Avaliado pelos pares
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status_str publishedVersion
dc.identifier.uri.fl_str_mv https://devireducacao.ded.ufla.br/index.php/DEVIR/article/view/534
10.30905/rde.v6i1.534
url https://devireducacao.ded.ufla.br/index.php/DEVIR/article/view/534
identifier_str_mv 10.30905/rde.v6i1.534
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://devireducacao.ded.ufla.br/index.php/DEVIR/article/view/534/433
dc.rights.driver.fl_str_mv Copyright (c) 2022 Devir Educação
http://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2022 Devir Educação
http://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 EDITORA DA UNIVERSIDADE FEDERAL DE LAVRAS
publisher.none.fl_str_mv EDITORA DA UNIVERSIDADE FEDERAL DE LAVRAS
dc.source.none.fl_str_mv Devir Educação; Bd. 6 Nr. 1 (2022): PUBLICAÇÃO CONTÍNUA; e-534
Devir Educação; Vol. 6 No. 1 (2022): PUBLICAÇÃO CONTÍNUA; e-534
Devir Educação; Vol. 6 Núm. 1 (2022): PUBLICAÇÃO CONTÍNUA; e-534
Devir Educação; v. 6 n. 1 (2022): DEVIR EDUCAÇÃO; e-534
2526-849X
10.30905/rde.v6i1
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reponame_str Devir Educação
collection Devir Educação
repository.name.fl_str_mv Devir Educação - Universidade Federal de Lavras (UFLA)
repository.mail.fl_str_mv dalvalobo48@gmail.com|| betlinsk49@gmail.com||
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