FOR THE RIGHT TO LEARN - CONTRIBUTIONS OF THE SOCIAL MODEL OF DISABILITY TO SCHOOL INCLUSION

Detalhes bibliográficos
Autor(a) principal: Piccolo, Gustavo Martins
Data de Publicação: 2023
Tipo de documento: Artigo
Idioma: por
Título da fonte: Educação em Revista
Texto Completo: https://periodicos.ufmg.br/index.php/edrevista/article/view/36926
Resumo: The present text, configured from a literary review process, begins by making an unwavering defense of the principle of inclusion as the cornerstone of the production of a democratic and libertarian educational practice. It directly contests Presidential Decree n. 10,502, of September 30, 2020, temporarily suspended and establishing the new National Policy for Special Education as it is based on a fragile idea of ​​inclusion as the presence of students with disabilities in regular classrooms without taking in notes the profound and unavoidable transformations that the supposed inclusive denotes in the sense of enabling everyone to learn satisfactorily with a view to equal participation in society. Effectively including people with disabilities in schools requires curricular adjustments, didactic reconfigurations, construction of accessible spaces, but fundamentally presupposes the transformation of the way in which disability is conceived in the school field and that for a significant portion of time in our history was linked to a clinical perspective that took disability as a deficit. Against this conception, as false and narrow, the social model intervened when demarcating disability from the perspective of the cultural production of the phenomenon and under the perspective that the limitations manifested in given impediments will unfold, when complemented by cultural tools, in endless educational possibilities and new forms of human development, reasoning that plays a transforming role in teaching practices and to which this work is linked.
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spelling FOR THE RIGHT TO LEARN - CONTRIBUTIONS OF THE SOCIAL MODEL OF DISABILITY TO SCHOOL INCLUSION POR EL DERECHO A APRENDER - CONTRIBUCIONES DEL MODELO SOCIAL DE DISCAPACIDAD A LA INCLUSIÓN ESCOLARPELO DIREITO DE APRENDER - CONTRIBUIÇÕES DO MODELO SOCIAL DA DEFICIÊNCIA À INCLUSÃO ESCOLARinclusãoEducação EspecialDeficiênciaModelo SocialPolítica EducativaInclusionSpecial EducationDisabilitySocial ModelEducation PolicyInclusiónEducación EspecialDiscapacidadModelo socialPolítica EducativaThe present text, configured from a literary review process, begins by making an unwavering defense of the principle of inclusion as the cornerstone of the production of a democratic and libertarian educational practice. It directly contests Presidential Decree n. 10,502, of September 30, 2020, temporarily suspended and establishing the new National Policy for Special Education as it is based on a fragile idea of ​​inclusion as the presence of students with disabilities in regular classrooms without taking in notes the profound and unavoidable transformations that the supposed inclusive denotes in the sense of enabling everyone to learn satisfactorily with a view to equal participation in society. Effectively including people with disabilities in schools requires curricular adjustments, didactic reconfigurations, construction of accessible spaces, but fundamentally presupposes the transformation of the way in which disability is conceived in the school field and that for a significant portion of time in our history was linked to a clinical perspective that took disability as a deficit. Against this conception, as false and narrow, the social model intervened when demarcating disability from the perspective of the cultural production of the phenomenon and under the perspective that the limitations manifested in given impediments will unfold, when complemented by cultural tools, in endless educational possibilities and new forms of human development, reasoning that plays a transforming role in teaching practices and to which this work is linked.El presente texto, configurado a partir de un proceso de revisión literaria, parte de la defensa inquebrantable del principio de inclusión como piedra angular de la producción de una práctica educativa democrática y libertaria. Impugna directamente el Decreto Presidencial n. 10.502, del 30 de septiembre de 2020, suspendido temporalmente que establece la nueva Política Nacional de Educación Especial, ya que se basa en una frágil idea de inclusión como la presencia de estudiantes con discapacidad en las aulas regulares sin tomar nota de las profundas e inevitables transformaciones que el supuesto inclusivo denota en el sentido de capacitar a todos para aprender satisfactoriamente con miras a una participación igualitaria en la sociedad. Incluir efectivamente a las personas con discapacidad en las escuelas requiere ajustes curriculares, reconfiguraciones didácticas, construcción de espacios accesibles, pero presupone fundamentalmente la transformación de la forma en que se concibe la discapacidad en el ámbito escolar y que durante una parte importante de nuestra historia estuvo ligada a una perspectiva clínica que tomó la discapacidad como un déficit. Frente a esta concepción, como falsa y estrecha, intervino el modelo social al demarcar la discapacidad desde la perspectiva de la producción cultural del fenómeno y bajo la perspectiva de que se desplegarán las limitaciones manifestadas en determinados impedimentos se desplegarán, cuando se complementen con herramientas culturales, en infinitas posibilidades educativas y nuevas formas de vida humana y desarrollo, razonamiento que juega un papel transformador en las prácticas docentes y al que se vincula este trabajo.O presente artigo teórico, configurado a partir de um processo de revisão literária integrativa,realiza uma defesa inarredável do conceito da inclusão, tida como angular, a produção de uma práticaeducativa democrática e libertária. Contesta frontalmente o Decreto Presidencial n. 10.502, de 30 desetembro de 2020, suspenso temporariamente e que institui a nova Política Nacional de EducaçãoEspecial, por entender que o mesmo se escora em uma ideia frágil de inclusão como adstrita a presença dos estudantes com deficiência nas salas de aula regulares, sem tomar em nota as profundas e inadiáveis transformações que o suposto inclusivo denota no sentido de possibilitar a todos, aprendizagens satisfatórias com vistas a participação paritária em sociedade. O escopo teórico que baliza as linhas críticas aqui estabelecidas, refere-se à literatura convencionalmente chamada de modelo social da deficiência, a qual tem por ideia central, o entendimento da deficiência sob o prisma da produção histórica e sob a perspectiva de que a pessoa com deficiência não se reduz ao seu déficit. Os textos utilizados neste artigo tomam este suposto como força motriz ao visualizar na experiência da deficiência infindáveis possiblidades educacionais as quais permitem enriquecer e complexificar o desenvolvimento humano e as maneiras de intervenção em relação ao meio que nos circunda, a partir de plataformas originais que exercem impacto positivo em toda a coletividade. Vincula tais relações nos ambientes escolares à existência de adequações curriculares, reconfigurações didáticas, construção de espaços acessíveis e à transformação do próprio significado pelo qual a deficiência é concebida no terreno escolar.Educação em Revista 2023-02-10info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionPeer reviewedRevisado por paresTextoAvaliado por ParesTextoinfo:eu-repo/semantics/otherapplication/pdfapplication/pdfhttps://periodicos.ufmg.br/index.php/edrevista/article/view/36926Educação em Revista ; v. 38 (2022)1982-66210102-4698reponame:Educação em Revistainstname:Universidade Federal de Minas Gerais (UFMG)instacron:UFMGporhttps://periodicos.ufmg.br/index.php/edrevista/article/view/36926/36682https://periodicos.ufmg.br/index.php/edrevista/article/view/36926/36683Copyright (c) 2023 Educação em Revista https://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessPiccolo, Gustavo Martins2023-03-06T13:37:44Zoai:periodicos.ufmg.br:article/36926Revistahttps://periodicos.ufmg.br/index.php/edrevistaPUBhttps://periodicos.ufmg.br/index.php/edrevista/oai||sergiocirino99@yahoo.com|| revista@fae.ufmg.br1982-66210102-4698opendoar:2023-03-06T13:37:44Educação em Revista - Universidade Federal de Minas Gerais (UFMG)false
dc.title.none.fl_str_mv FOR THE RIGHT TO LEARN - CONTRIBUTIONS OF THE SOCIAL MODEL OF DISABILITY TO SCHOOL INCLUSION
POR EL DERECHO A APRENDER - CONTRIBUCIONES DEL MODELO SOCIAL DE DISCAPACIDAD A LA INCLUSIÓN ESCOLAR
PELO DIREITO DE APRENDER - CONTRIBUIÇÕES DO MODELO SOCIAL DA DEFICIÊNCIA À INCLUSÃO ESCOLAR
title FOR THE RIGHT TO LEARN - CONTRIBUTIONS OF THE SOCIAL MODEL OF DISABILITY TO SCHOOL INCLUSION
spellingShingle FOR THE RIGHT TO LEARN - CONTRIBUTIONS OF THE SOCIAL MODEL OF DISABILITY TO SCHOOL INCLUSION
Piccolo, Gustavo Martins
inclusão
Educação Especial
Deficiência
Modelo Social
Política Educativa
Inclusion
Special Education
Disability
Social Model
Education Policy
Inclusión
Educación Especial
Discapacidad
Modelo social
Política Educativa
title_short FOR THE RIGHT TO LEARN - CONTRIBUTIONS OF THE SOCIAL MODEL OF DISABILITY TO SCHOOL INCLUSION
title_full FOR THE RIGHT TO LEARN - CONTRIBUTIONS OF THE SOCIAL MODEL OF DISABILITY TO SCHOOL INCLUSION
title_fullStr FOR THE RIGHT TO LEARN - CONTRIBUTIONS OF THE SOCIAL MODEL OF DISABILITY TO SCHOOL INCLUSION
title_full_unstemmed FOR THE RIGHT TO LEARN - CONTRIBUTIONS OF THE SOCIAL MODEL OF DISABILITY TO SCHOOL INCLUSION
title_sort FOR THE RIGHT TO LEARN - CONTRIBUTIONS OF THE SOCIAL MODEL OF DISABILITY TO SCHOOL INCLUSION
author Piccolo, Gustavo Martins
author_facet Piccolo, Gustavo Martins
author_role author
dc.contributor.author.fl_str_mv Piccolo, Gustavo Martins
dc.subject.por.fl_str_mv inclusão
Educação Especial
Deficiência
Modelo Social
Política Educativa
Inclusion
Special Education
Disability
Social Model
Education Policy
Inclusión
Educación Especial
Discapacidad
Modelo social
Política Educativa
topic inclusão
Educação Especial
Deficiência
Modelo Social
Política Educativa
Inclusion
Special Education
Disability
Social Model
Education Policy
Inclusión
Educación Especial
Discapacidad
Modelo social
Política Educativa
description The present text, configured from a literary review process, begins by making an unwavering defense of the principle of inclusion as the cornerstone of the production of a democratic and libertarian educational practice. It directly contests Presidential Decree n. 10,502, of September 30, 2020, temporarily suspended and establishing the new National Policy for Special Education as it is based on a fragile idea of ​​inclusion as the presence of students with disabilities in regular classrooms without taking in notes the profound and unavoidable transformations that the supposed inclusive denotes in the sense of enabling everyone to learn satisfactorily with a view to equal participation in society. Effectively including people with disabilities in schools requires curricular adjustments, didactic reconfigurations, construction of accessible spaces, but fundamentally presupposes the transformation of the way in which disability is conceived in the school field and that for a significant portion of time in our history was linked to a clinical perspective that took disability as a deficit. Against this conception, as false and narrow, the social model intervened when demarcating disability from the perspective of the cultural production of the phenomenon and under the perspective that the limitations manifested in given impediments will unfold, when complemented by cultural tools, in endless educational possibilities and new forms of human development, reasoning that plays a transforming role in teaching practices and to which this work is linked.
publishDate 2023
dc.date.none.fl_str_mv 2023-02-10
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Peer reviewed
Revisado por pares
Texto
Avaliado por Pares
Texto
info:eu-repo/semantics/other
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.ufmg.br/index.php/edrevista/article/view/36926
url https://periodicos.ufmg.br/index.php/edrevista/article/view/36926
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.ufmg.br/index.php/edrevista/article/view/36926/36682
https://periodicos.ufmg.br/index.php/edrevista/article/view/36926/36683
dc.rights.driver.fl_str_mv Copyright (c) 2023 Educação em Revista
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2023 Educação em Revista
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 Educação em Revista
publisher.none.fl_str_mv Educação em Revista
dc.source.none.fl_str_mv Educação em Revista ; v. 38 (2022)
1982-6621
0102-4698
reponame:Educação em Revista
instname:Universidade Federal de Minas Gerais (UFMG)
instacron:UFMG
instname_str Universidade Federal de Minas Gerais (UFMG)
instacron_str UFMG
institution UFMG
reponame_str Educação em Revista
collection Educação em Revista
repository.name.fl_str_mv Educação em Revista - Universidade Federal de Minas Gerais (UFMG)
repository.mail.fl_str_mv ||sergiocirino99@yahoo.com|| revista@fae.ufmg.br
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