School Inclusion/Exclusion and affectivity: rethink the failure to school of the children of popular class
Autor(a) principal: | |
---|---|
Data de Publicação: | 2012 |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Educar em Revista |
Texto Completo: | https://revistas.ufpr.br/educar/article/view/15757 |
Resumo: | The inclusion in education is not restricted to the multifaceted vision of the deficiency. It consists in the dialectic exclusion/inclusion, becoming constituent part of the exclusion. We know that the antinomy exclusion/inclusion means the right to the satisfaction of the basic necessities of learning; the elimination of the barriers to the learning and the participation of all in the educative system. We understand that this only will occur when to direct the thought for the creation of inclusive cultures, the production of inclusive politics and the development of inclusive practical. These three dimensions are necessary to the inclusive (de/en)velopment inside of any school, which intends to become inclusive. We want to show the necessity to argue concerning the relation exclusion/inclusion; of the differences seen as being specific of the human being and the affectivity. The affectivity is essential for the learning. The management of the positive affectivity predisposes use the action and the reaction in different situations. The positive affectivity makes the pupil “to feel” the learning, rousing the interest in learning, eliminating the school failure in the children of popular class. Consequently, the triad, affectivity-learning-inclusion is vital for the educative process. |
id |
UFPR-4_8451dbd2a2cd37265d9f8ca2bc03c177 |
---|---|
oai_identifier_str |
oai:revistas.ufpr.br:article/15757 |
network_acronym_str |
UFPR-4 |
network_name_str |
Educar em Revista |
repository_id_str |
|
spelling |
School Inclusion/Exclusion and affectivity: rethink the failure to school of the children of popular classInclusão/exclusão escolar e afetividade: repensando o fracasso escolar das crianças de classes popularesEducação; Fundamentos da Educaçãoafetividade; inclusão escolar; fracasso escolar; classe popular.Psicologia EducacionalThe inclusion in education is not restricted to the multifaceted vision of the deficiency. It consists in the dialectic exclusion/inclusion, becoming constituent part of the exclusion. We know that the antinomy exclusion/inclusion means the right to the satisfaction of the basic necessities of learning; the elimination of the barriers to the learning and the participation of all in the educative system. We understand that this only will occur when to direct the thought for the creation of inclusive cultures, the production of inclusive politics and the development of inclusive practical. These three dimensions are necessary to the inclusive (de/en)velopment inside of any school, which intends to become inclusive. We want to show the necessity to argue concerning the relation exclusion/inclusion; of the differences seen as being specific of the human being and the affectivity. The affectivity is essential for the learning. The management of the positive affectivity predisposes use the action and the reaction in different situations. The positive affectivity makes the pupil “to feel” the learning, rousing the interest in learning, eliminating the school failure in the children of popular class. Consequently, the triad, affectivity-learning-inclusion is vital for the educative process.A inclusão em educação não se restringe à visão multifacetada da deficiência. Ela se constitui na dialética exclusão/inclusão, fazendo-se parte constitutiva da exclusão. Sabemos que a antinomia exclusão/inclusão significa o direito à satisfação das necessidades básicas de aprendizagem; a eliminação das barreiras à aprendizagem e a participação de todos no sistema educativo. Entendemos que isso só ocorrerá quando direcionarmos o pensamento para a criação de culturas inclusivas, a produção de políticas inclusivas e o desenvolvimento de práticas inclusivas. Essas três dimensões são necessárias ao (des)envolvimento inclusivo dentro de qualquer escola, que pretenda tornar-se inclusiva. Queremos mostrar a necessidade de discutir acerca da relação exclusão/inclusão; das diferenças vista como a especificidade do ser humano e a afetividade. A afetividade é imprescindível para a aprendizagem. A gestão da afetividade positiva predispõe a ação e a reação em diferentes situações. A afetividade positiva faz com que o aluno “sinta” a aprendizagem, despertando o interesse em aprender e, assim, elimine o fracasso escolar nas crianças de classes populares. Consequentemente, a tríade afetividade- aprendizagem- inclusão é vital para o processo educativo.UFPRMattos, Sandra Maria Nascimento de2012-03-12info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistas.ufpr.br/educar/article/view/15757Educar em Revista; v. 28, n. 44 (2012); p. 217-233Educar em Revista; v. 28, n. 44 (2012); p. 217-233Educar em Revista; v. 28, n. 44 (2012); p. 217-2331984-04110104-4060reponame:Educar em Revistainstname:Universidade Federal do Paraná (UFPR)instacron:UFPRporhttps://revistas.ufpr.br/educar/article/view/15757/18503https://revistas.ufpr.br/educar/article/view/15757/30844info:eu-repo/semantics/openAccess2017-06-28T23:46:42Zoai:revistas.ufpr.br:article/15757Revistahttps://revistas.ufpr.br/educarPUBhttps://revistas.ufpr.br/educar/oaieducar.ufpr2016@gmail.com||educar@ufpr.br0104-40601984-0411opendoar:2017-06-28T23:46:42Educar em Revista - Universidade Federal do Paraná (UFPR)false |
dc.title.none.fl_str_mv |
School Inclusion/Exclusion and affectivity: rethink the failure to school of the children of popular class Inclusão/exclusão escolar e afetividade: repensando o fracasso escolar das crianças de classes populares |
title |
School Inclusion/Exclusion and affectivity: rethink the failure to school of the children of popular class |
spellingShingle |
School Inclusion/Exclusion and affectivity: rethink the failure to school of the children of popular class Mattos, Sandra Maria Nascimento de Educação; Fundamentos da Educação afetividade; inclusão escolar; fracasso escolar; classe popular. Psicologia Educacional |
title_short |
School Inclusion/Exclusion and affectivity: rethink the failure to school of the children of popular class |
title_full |
School Inclusion/Exclusion and affectivity: rethink the failure to school of the children of popular class |
title_fullStr |
School Inclusion/Exclusion and affectivity: rethink the failure to school of the children of popular class |
title_full_unstemmed |
School Inclusion/Exclusion and affectivity: rethink the failure to school of the children of popular class |
title_sort |
School Inclusion/Exclusion and affectivity: rethink the failure to school of the children of popular class |
author |
Mattos, Sandra Maria Nascimento de |
author_facet |
Mattos, Sandra Maria Nascimento de |
author_role |
author |
dc.contributor.none.fl_str_mv |
|
dc.contributor.author.fl_str_mv |
Mattos, Sandra Maria Nascimento de |
dc.subject.por.fl_str_mv |
Educação; Fundamentos da Educação afetividade; inclusão escolar; fracasso escolar; classe popular. Psicologia Educacional |
topic |
Educação; Fundamentos da Educação afetividade; inclusão escolar; fracasso escolar; classe popular. Psicologia Educacional |
description |
The inclusion in education is not restricted to the multifaceted vision of the deficiency. It consists in the dialectic exclusion/inclusion, becoming constituent part of the exclusion. We know that the antinomy exclusion/inclusion means the right to the satisfaction of the basic necessities of learning; the elimination of the barriers to the learning and the participation of all in the educative system. We understand that this only will occur when to direct the thought for the creation of inclusive cultures, the production of inclusive politics and the development of inclusive practical. These three dimensions are necessary to the inclusive (de/en)velopment inside of any school, which intends to become inclusive. We want to show the necessity to argue concerning the relation exclusion/inclusion; of the differences seen as being specific of the human being and the affectivity. The affectivity is essential for the learning. The management of the positive affectivity predisposes use the action and the reaction in different situations. The positive affectivity makes the pupil “to feel” the learning, rousing the interest in learning, eliminating the school failure in the children of popular class. Consequently, the triad, affectivity-learning-inclusion is vital for the educative process. |
publishDate |
2012 |
dc.date.none.fl_str_mv |
2012-03-12 |
dc.type.none.fl_str_mv |
|
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://revistas.ufpr.br/educar/article/view/15757 |
url |
https://revistas.ufpr.br/educar/article/view/15757 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://revistas.ufpr.br/educar/article/view/15757/18503 https://revistas.ufpr.br/educar/article/view/15757/30844 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
UFPR |
publisher.none.fl_str_mv |
UFPR |
dc.source.none.fl_str_mv |
Educar em Revista; v. 28, n. 44 (2012); p. 217-233 Educar em Revista; v. 28, n. 44 (2012); p. 217-233 Educar em Revista; v. 28, n. 44 (2012); p. 217-233 1984-0411 0104-4060 reponame:Educar em Revista instname:Universidade Federal do Paraná (UFPR) instacron:UFPR |
instname_str |
Universidade Federal do Paraná (UFPR) |
instacron_str |
UFPR |
institution |
UFPR |
reponame_str |
Educar em Revista |
collection |
Educar em Revista |
repository.name.fl_str_mv |
Educar em Revista - Universidade Federal do Paraná (UFPR) |
repository.mail.fl_str_mv |
educar.ufpr2016@gmail.com||educar@ufpr.br |
_version_ |
1799711899255832576 |