Defectology and School Education: implications for the Human Rights field

Detalhes bibliográficos
Autor(a) principal: Souza, Flávia Faissal de
Data de Publicação: 2022
Outros Autores: Dainez, Débora
Tipo de documento: Artigo
Idioma: por
eng
Título da fonte: Educação & Realidade
Texto Completo: https://seer.ufrgs.br/index.php/educacaoerealidade/article/view/116863
Resumo: The social model of disability and inclusive education are based on human rights principles. Based on a (neo)liberal logic, they assume education and human development as a way of eradicating poverty in a system structured by inequality. In a contradictory way, the achievements in this field make room for political dispute. Based on a theoretical and conceptual study, we have mobilized Vygotsky’s legacy in the field of educational psychology. We have examined the dialectical conception of disability and social education, which, when addressing the relationship between education and human development, point to the construction of a political and educational project referenced in the collectivity and social transformation.
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spelling Defectology and School Education: implications for the Human Rights fieldDefectologia e Educação Escolar: implicações no campo dos Direitos HumanosEducação Especial InclusivaDireitos HumanosTeoria Histórico-CulturalInclusive Special EducationHuman RightsHistorical-Cultural TheoryThe social model of disability and inclusive education are based on human rights principles. Based on a (neo)liberal logic, they assume education and human development as a way of eradicating poverty in a system structured by inequality. In a contradictory way, the achievements in this field make room for political dispute. Based on a theoretical and conceptual study, we have mobilized Vygotsky’s legacy in the field of educational psychology. We have examined the dialectical conception of disability and social education, which, when addressing the relationship between education and human development, point to the construction of a political and educational project referenced in the collectivity and social transformation.O modelo social de deficiência e a educação inclusiva estão pautados nos princípios dos direitos humanos. Baseados em uma lógica (neo)liberal, assumem a educação e o desenvolvimento humano como forma de erradicação da pobreza em um sistema estruturado pela desigualdade. Contraditoriamente, as conquistas nesse campo abrem espaços para disputa política. A partir de um estudo teórico-conceitual, neste artigo, mobiliza-se o legado de Vigotski no campo da psicologia educacional. Examina-se a concepção dialética de deficiência e de educação social que, ao tratarem da relação entre educação e desenvolvimento humano, apontam para a construção de um projeto político educacional referenciado na coletividade e na transformação social.FACED - UFRGS2022-05-18info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttps://seer.ufrgs.br/index.php/educacaoerealidade/article/view/116863Educação & Realidade [Education & Reality]; Vol. 47 (2022)Educação & Realidade; v. 47 (2022)2175-62360100-3143reponame:Educação & Realidadeinstname:Universidade Federal do Rio Grande do Sul (UFRGS)instacron:UFRGSporenghttps://seer.ufrgs.br/index.php/educacaoerealidade/article/view/116863/84906https://seer.ufrgs.br/index.php/educacaoerealidade/article/view/116863/84907Copyright (c) 2022 Educação & Realidadehttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessSouza, Flávia Faissal deDainez, Débora2022-11-16T18:22:52Zoai:seer.ufrgs.br:article/116863Revistahttps://seer.ufrgs.br/educacaoerealidadePUBhttps://seer.ufrgs.br/educacaoerealidade/oai||educreal@ufrgs.br2175-62360100-3143opendoar:2022-11-16T18:22:52Educação & Realidade - Universidade Federal do Rio Grande do Sul (UFRGS)false
dc.title.none.fl_str_mv Defectology and School Education: implications for the Human Rights field
Defectologia e Educação Escolar: implicações no campo dos Direitos Humanos
title Defectology and School Education: implications for the Human Rights field
spellingShingle Defectology and School Education: implications for the Human Rights field
Souza, Flávia Faissal de
Educação Especial Inclusiva
Direitos Humanos
Teoria Histórico-Cultural
Inclusive Special Education
Human Rights
Historical-Cultural Theory
title_short Defectology and School Education: implications for the Human Rights field
title_full Defectology and School Education: implications for the Human Rights field
title_fullStr Defectology and School Education: implications for the Human Rights field
title_full_unstemmed Defectology and School Education: implications for the Human Rights field
title_sort Defectology and School Education: implications for the Human Rights field
author Souza, Flávia Faissal de
author_facet Souza, Flávia Faissal de
Dainez, Débora
author_role author
author2 Dainez, Débora
author2_role author
dc.contributor.author.fl_str_mv Souza, Flávia Faissal de
Dainez, Débora
dc.subject.por.fl_str_mv Educação Especial Inclusiva
Direitos Humanos
Teoria Histórico-Cultural
Inclusive Special Education
Human Rights
Historical-Cultural Theory
topic Educação Especial Inclusiva
Direitos Humanos
Teoria Histórico-Cultural
Inclusive Special Education
Human Rights
Historical-Cultural Theory
description The social model of disability and inclusive education are based on human rights principles. Based on a (neo)liberal logic, they assume education and human development as a way of eradicating poverty in a system structured by inequality. In a contradictory way, the achievements in this field make room for political dispute. Based on a theoretical and conceptual study, we have mobilized Vygotsky’s legacy in the field of educational psychology. We have examined the dialectical conception of disability and social education, which, when addressing the relationship between education and human development, point to the construction of a political and educational project referenced in the collectivity and social transformation.
publishDate 2022
dc.date.none.fl_str_mv 2022-05-18
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://seer.ufrgs.br/index.php/educacaoerealidade/article/view/116863
url https://seer.ufrgs.br/index.php/educacaoerealidade/article/view/116863
dc.language.iso.fl_str_mv por
eng
language por
eng
dc.relation.none.fl_str_mv https://seer.ufrgs.br/index.php/educacaoerealidade/article/view/116863/84906
https://seer.ufrgs.br/index.php/educacaoerealidade/article/view/116863/84907
dc.rights.driver.fl_str_mv Copyright (c) 2022 Educação & Realidade
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2022 Educação & Realidade
https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.publisher.none.fl_str_mv FACED - UFRGS
publisher.none.fl_str_mv FACED - UFRGS
dc.source.none.fl_str_mv Educação & Realidade [Education & Reality]; Vol. 47 (2022)
Educação & Realidade; v. 47 (2022)
2175-6236
0100-3143
reponame:Educação & Realidade
instname:Universidade Federal do Rio Grande do Sul (UFRGS)
instacron:UFRGS
instname_str Universidade Federal do Rio Grande do Sul (UFRGS)
instacron_str UFRGS
institution UFRGS
reponame_str Educação & Realidade
collection Educação & Realidade
repository.name.fl_str_mv Educação & Realidade - Universidade Federal do Rio Grande do Sul (UFRGS)
repository.mail.fl_str_mv ||educreal@ufrgs.br
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