The contradictions within inclusion in Brazil.
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Publication Date: | 2020 |
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Format: | Article |
Language: | eng |
Source: | Repositório Institucional da UFPel - Guaiaca |
Download full: | http://guaiaca.ufpel.edu.br/handle/prefix/5770 |
Summary: | This article presents data from a formative intervention conducted with Brazilian regular school teachers to develop strategies for their work with students with disabilities. The analysis was oriented by two questions: 1) How did the concept of inclusion of children with disabilities evolve during the intervention? and 2) What contradictions related to inclusion were manifested in the teacher's discourse and how might these contradictions explain the evolution of the teachers' concepts? Answering the first question, data were organized in two categories: inclusion as learning and inclusion as fallacy, with a higher incidence of the latter. The second question helped to understand the former, data showed discursive manifestations of contradictions of four types: dilemmas, conflicts, critical conflicts and double binds. Contradictions were also analyzed by content: 1) evaluation based on tests and reports versus evaluation based on students' learning; 2) teaching students with disabilities versus teaching non-disabled students; 3) current conditions versus possibilities versus needs. Throughout the intervention, especially towards its end, discursive manifestations of contradictions increased, showing teachers did not find themselves supported for undertaking such a task. The intervention process was not enough to overcome the contradictions, as they are deeply rooted in the historical conception of inclusion. |
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2020-06-09T22:53:09Z2020-06-09T22:53:09Z2020CENCI, Adriane, LEMOS, Mônica Ferreira, VILAS BÔAS, Daniela, DAMIANI, Magda Floriana, ENGESTRÖM, Yrjo. The contradictions within inclusion in Brazil. Learning Culture and Social Interaction, v. 24, 2020. Disponível em: <https://www.sciencedirect.com/science/article/pii/S2210656119303009?via%3Dihub>. Acesso em: 08/06/2020.http://guaiaca.ufpel.edu.br/handle/prefix/5770This article presents data from a formative intervention conducted with Brazilian regular school teachers to develop strategies for their work with students with disabilities. The analysis was oriented by two questions: 1) How did the concept of inclusion of children with disabilities evolve during the intervention? and 2) What contradictions related to inclusion were manifested in the teacher's discourse and how might these contradictions explain the evolution of the teachers' concepts? Answering the first question, data were organized in two categories: inclusion as learning and inclusion as fallacy, with a higher incidence of the latter. The second question helped to understand the former, data showed discursive manifestations of contradictions of four types: dilemmas, conflicts, critical conflicts and double binds. Contradictions were also analyzed by content: 1) evaluation based on tests and reports versus evaluation based on students' learning; 2) teaching students with disabilities versus teaching non-disabled students; 3) current conditions versus possibilities versus needs. Throughout the intervention, especially towards its end, discursive manifestations of contradictions increased, showing teachers did not find themselves supported for undertaking such a task. The intervention process was not enough to overcome the contradictions, as they are deeply rooted in the historical conception of inclusion.engUniversidade de OxfordSchool inclusionCultural-historical activity theoryFormative interventionThe contradictions within inclusion in Brazil.As contradições dentro da inclusão no Brasil.info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleCenci, AdrianeLemos, Mônica FerreiraVilas Bôas, DanielaDamiani, Magda FlorianaEngeströme, Yrjöinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFPel - Guaiacainstname:Universidade Federal de Pelotas (UFPEL)instacron:UFPELTEXTThe_contradictions_within_inclusion_in_Brazil.pdf.txtThe_contradictions_within_inclusion_in_Brazil.pdf.txtExtracted texttext/plain74150http://guaiaca.ufpel.edu.br/xmlui/bitstream/prefix/5770/6/The_contradictions_within_inclusion_in_Brazil.pdf.txt8213338fe6ed6058ea90595d1b367124MD56open accessTHUMBNAILThe_contradictions_within_inclusion_in_Brazil.pdf.jpgThe_contradictions_within_inclusion_in_Brazil.pdf.jpgGenerated Thumbnailimage/jpeg1693http://guaiaca.ufpel.edu.br/xmlui/bitstream/prefix/5770/7/The_contradictions_within_inclusion_in_Brazil.pdf.jpg805c787619369a9c6439ac678b46c8bbMD57open accessORIGINALThe_contradictions_within_inclusion_in_Brazil.pdfThe_contradictions_within_inclusion_in_Brazil.pdfapplication/pdf809155http://guaiaca.ufpel.edu.br/xmlui/bitstream/prefix/5770/1/The_contradictions_within_inclusion_in_Brazil.pdf2f001ab17643ea46571d7bc4436baabeMD51open accessCC-LICENSElicense_urllicense_urltext/plain; charset=utf-849http://guaiaca.ufpel.edu.br/xmlui/bitstream/prefix/5770/2/license_url4afdbb8c545fd630ea7db775da747b2fMD52open accesslicense_textlicense_texttext/html; charset=utf-80http://guaiaca.ufpel.edu.br/xmlui/bitstream/prefix/5770/3/license_textd41d8cd98f00b204e9800998ecf8427eMD53open accesslicense_rdflicense_rdfapplication/rdf+xml; charset=utf-80http://guaiaca.ufpel.edu.br/xmlui/bitstream/prefix/5770/4/license_rdfd41d8cd98f00b204e9800998ecf8427eMD54open accessLICENSElicense.txtlicense.txttext/plain; charset=utf-867http://guaiaca.ufpel.edu.br/xmlui/bitstream/prefix/5770/5/license.txtfbd6c74465857056e3ca572d7586661bMD55open accessprefix/57702023-07-13 04:12:31.97open accessoai:guaiaca.ufpel.edu.br:prefix/5770VG9kb3Mgb3MgaXRlbnMgZGVzc2EgY29tdW5pZGFkZSBzZWd1ZW0gYSBsaWNlbsOnYSBDcmVhdGl2ZSBDb21tb25zLg==Repositório InstitucionalPUBhttp://repositorio.ufpel.edu.br/oai/requestrippel@ufpel.edu.br || repositorio@ufpel.edu.br || aline.batista@ufpel.edu.bropendoar:2023-07-13T07:12:31Repositório Institucional da UFPel - Guaiaca - Universidade Federal de Pelotas (UFPEL)false |
dc.title.pt_BR.fl_str_mv |
The contradictions within inclusion in Brazil. |
dc.title.alternative.pt_BR.fl_str_mv |
As contradições dentro da inclusão no Brasil. |
title |
The contradictions within inclusion in Brazil. |
spellingShingle |
The contradictions within inclusion in Brazil. Cenci, Adriane School inclusion Cultural-historical activity theory Formative intervention |
title_short |
The contradictions within inclusion in Brazil. |
title_full |
The contradictions within inclusion in Brazil. |
title_fullStr |
The contradictions within inclusion in Brazil. |
title_full_unstemmed |
The contradictions within inclusion in Brazil. |
title_sort |
The contradictions within inclusion in Brazil. |
author |
Cenci, Adriane |
author_facet |
Cenci, Adriane Lemos, Mônica Ferreira Vilas Bôas, Daniela Damiani, Magda Floriana Engeströme, Yrjö |
author_role |
author |
author2 |
Lemos, Mônica Ferreira Vilas Bôas, Daniela Damiani, Magda Floriana Engeströme, Yrjö |
author2_role |
author author author author |
dc.contributor.author.fl_str_mv |
Cenci, Adriane Lemos, Mônica Ferreira Vilas Bôas, Daniela Damiani, Magda Floriana Engeströme, Yrjö |
dc.subject.por.fl_str_mv |
School inclusion Cultural-historical activity theory Formative intervention |
topic |
School inclusion Cultural-historical activity theory Formative intervention |
description |
This article presents data from a formative intervention conducted with Brazilian regular school teachers to develop strategies for their work with students with disabilities. The analysis was oriented by two questions: 1) How did the concept of inclusion of children with disabilities evolve during the intervention? and 2) What contradictions related to inclusion were manifested in the teacher's discourse and how might these contradictions explain the evolution of the teachers' concepts? Answering the first question, data were organized in two categories: inclusion as learning and inclusion as fallacy, with a higher incidence of the latter. The second question helped to understand the former, data showed discursive manifestations of contradictions of four types: dilemmas, conflicts, critical conflicts and double binds. Contradictions were also analyzed by content: 1) evaluation based on tests and reports versus evaluation based on students' learning; 2) teaching students with disabilities versus teaching non-disabled students; 3) current conditions versus possibilities versus needs. Throughout the intervention, especially towards its end, discursive manifestations of contradictions increased, showing teachers did not find themselves supported for undertaking such a task. The intervention process was not enough to overcome the contradictions, as they are deeply rooted in the historical conception of inclusion. |
publishDate |
2020 |
dc.date.accessioned.fl_str_mv |
2020-06-09T22:53:09Z |
dc.date.available.fl_str_mv |
2020-06-09T22:53:09Z |
dc.date.issued.fl_str_mv |
2020 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
CENCI, Adriane, LEMOS, Mônica Ferreira, VILAS BÔAS, Daniela, DAMIANI, Magda Floriana, ENGESTRÖM, Yrjo. The contradictions within inclusion in Brazil. Learning Culture and Social Interaction, v. 24, 2020. Disponível em: <https://www.sciencedirect.com/science/article/pii/S2210656119303009?via%3Dihub>. Acesso em: 08/06/2020. |
dc.identifier.uri.fl_str_mv |
http://guaiaca.ufpel.edu.br/handle/prefix/5770 |
identifier_str_mv |
CENCI, Adriane, LEMOS, Mônica Ferreira, VILAS BÔAS, Daniela, DAMIANI, Magda Floriana, ENGESTRÖM, Yrjo. The contradictions within inclusion in Brazil. Learning Culture and Social Interaction, v. 24, 2020. Disponível em: <https://www.sciencedirect.com/science/article/pii/S2210656119303009?via%3Dihub>. Acesso em: 08/06/2020. |
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eng |
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Universidade de Oxford |
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Universidade de Oxford |
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