Curriculum practices for inclusive education: curriculum accessibility, curriculum adaptation and specific terminality

Detalhes bibliográficos
Autor(a) principal: Oliveira, Wanessa Moreira de
Data de Publicação: 2023
Outros Autores: Delou, Cristina Maria Carvalho
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Educação Especial (UFSM)
Texto Completo: http://periodicos.ufsm.br/educacaoespecial/article/view/71896
Resumo: Curriculum practices aiming the inclusion of the target public of Special Education have been under discussion in Brazil. Therefore this study investigates terms/concepts regarding curriculum practices that have been adopted within the scope of Inclusive Education along with some consequences for teaching and learning processes of the target public of Special Education. It is a qualitative research, through a bibliographic study (narrative literature review) based on the critical sociology of the curriculum. It demonstrates that strategies foreseen under Brazilian legislation such as curriculum adaptations and specific terminality have taken different practical connotations so as to be seen as excluding resources to be overcome defining proposals aligned more closely to the idea of ​​curriculum accessibility. However such proposals are not at all new and balanced. Thus, it is clear that inclusive curriculum policies require more objectivity to reduce the possibilities of misinterpretation and errors on practical application. In this regard, it would be more appropriate to inform and complement current curriculum policies/guidelines instead of trying to overcome them with the adoption of new terms/concepts.
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spelling Curriculum practices for inclusive education: curriculum accessibility, curriculum adaptation and specific terminalityPrácticas curriculares en el contexto de la educación inclusiva: accesibilidad curricular, adaptación curricular y terminalidad específicaPráticas curriculares no âmbito da educação inclusiva: acessibilidade curricular, adaptação curricular e terminalidade específicaEnsinoCurrículoEducação EspecialInclusãoTeachingCurriculumSpecial EducationInclusionEnseñanzaPlan de estudiosEducación especialInclusiónCurriculum practices aiming the inclusion of the target public of Special Education have been under discussion in Brazil. Therefore this study investigates terms/concepts regarding curriculum practices that have been adopted within the scope of Inclusive Education along with some consequences for teaching and learning processes of the target public of Special Education. It is a qualitative research, through a bibliographic study (narrative literature review) based on the critical sociology of the curriculum. It demonstrates that strategies foreseen under Brazilian legislation such as curriculum adaptations and specific terminality have taken different practical connotations so as to be seen as excluding resources to be overcome defining proposals aligned more closely to the idea of ​​curriculum accessibility. However such proposals are not at all new and balanced. Thus, it is clear that inclusive curriculum policies require more objectivity to reduce the possibilities of misinterpretation and errors on practical application. In this regard, it would be more appropriate to inform and complement current curriculum policies/guidelines instead of trying to overcome them with the adoption of new terms/concepts.Las prácticas curriculares dirigidas a la inclusión de estudiantes públicos de Educación Especial han sido un tema de discusión en el ámbito brasileño. Así, el presente estudio tiene como objetivo examinar algunos de los diversos términos/ conceptos relacionados con las prácticas curriculares, que se han adoptado en el ámbito de la Educación Inclusiva y sus repercusiones en los procesos de enseñanza y aprendizaje de los estudiantes públicos de Educación Especial. El estudio, basado en la sociología crítica del currículo, tiene un enfoque cualitativo y fue desarrollado mediante un estudio bibliográfico (revisión narrativa de literatura). Así, muestra que las adaptaciones curriculares y la terminalidad específica, como estrategias previstas por la legislación brasileña, han asumido connotaciones prácticas diferentes, lo que les permite ser reconocidas como recursos excluyentes que necesitan ser superados por propuestas más alineadas con la idea de accesibilidad curricular. Sin embargo, estas propuestas no resultan en absoluto novedosas y armoniosas. Por lo tanto, se percibe que las políticas curriculares inclusivas deben ser más objetivas para minimizar las posibilidades de mala interpretación y aplicación en la práctica. En este sentido, se considera que sería más ventajoso invertir en la clarificación y complementación de las políticas/directrices curriculares existentes, en lugar de proponer su superación mediante la adopción de nuevos términos/conceptos.As práticas curriculares que visam à inclusão de estudantes público da Educação Especial têm sido motivo de discussão no âmbito brasileiro. Assim, o presente estudo se propõe a examinar alguns dos diversos termos/conceitos, relacionados às práticas curriculares, que têm sido adotados no âmbito da Educação Inclusiva e suas repercussões para os processos de ensino e aprendizagem dos estudantes público da Educação Especial. O estudo, com aporte na sociologia crítica de currículo, possui abordagem qualitativa e foi desenvolvido pela via do estudo bibliográfico (revisão narrativa de literatura). Assim, evidencia que as adaptações curriculares e a terminalidade específica, enquanto estratégias previstas na legislação brasileira, têm assumido diferentes conotações práticas, possibilitando serem reconhecidas como recursos excludentes que precisam ser superados por propostas mais alinhadas à ideia de acessibilidade curricular. Contudo, tais propostas não demonstram ser de todo novas e harmoniosas. Assim, percebe-se que as políticas curriculares inclusivas precisam ser mais objetivas a fim de minimizarem as possibilidades de interpretação e aplicação prática equivocadas. Nesse sentido, acredita-se que seria mais vantajoso investir no esclarecimento e na complementação das políticas/orientações curriculares existentes, ao invés de propor superá-las por meio da adoção de novos termos/conceitos.Universidade Federal de Santa Maria2023-03-31info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdftext/htmlhttp://periodicos.ufsm.br/educacaoespecial/article/view/7189610.5902/1984686X71896Special Education Magazine; Vol. 36 No. 1 (2023): Revista Educação Especial – Publicação Contínua – Qualis – A2; e11/1-26Revista de Educación Especial; Vol. 36 Núm. 1 (2023): Revista Educação Especial – Publicação Contínua – Qualis – A2; e11/1-26Revista Educação Especial; v. 36 n. 1 (2023): Revista Educação Especial – Publicação Contínua – Qualis – A2; e11/1-261984-686Xreponame:Revista Educação Especial (UFSM)instname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMporhttp://periodicos.ufsm.br/educacaoespecial/article/view/71896/52072http://periodicos.ufsm.br/educacaoespecial/article/view/71896/52073Copyright (c) 2023 Revista Educação Especialhttps://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessOliveira, Wanessa Moreira deDelou, Cristina Maria Carvalho2023-04-04T16:42:28Zoai:ojs.pkp.sfu.ca:article/71896Revistahttps://periodicos.ufsm.br/educacaoespecialPUBhttp://cascavel.ufsm.br/revistas/ojs-2.2.2/index.php/educacaoespecial/oaieducacaoespecial@smail.ufsm.br||clenioberni@gmail.com1984-686X1808-270Xopendoar:2023-04-04T16:42:28Revista Educação Especial (UFSM) - Universidade Federal de Santa Maria (UFSM)false
dc.title.none.fl_str_mv Curriculum practices for inclusive education: curriculum accessibility, curriculum adaptation and specific terminality
Prácticas curriculares en el contexto de la educación inclusiva: accesibilidad curricular, adaptación curricular y terminalidad específica
Práticas curriculares no âmbito da educação inclusiva: acessibilidade curricular, adaptação curricular e terminalidade específica
title Curriculum practices for inclusive education: curriculum accessibility, curriculum adaptation and specific terminality
spellingShingle Curriculum practices for inclusive education: curriculum accessibility, curriculum adaptation and specific terminality
Oliveira, Wanessa Moreira de
Ensino
Currículo
Educação Especial
Inclusão
Teaching
Curriculum
Special Education
Inclusion
Enseñanza
Plan de estudios
Educación especial
Inclusión
title_short Curriculum practices for inclusive education: curriculum accessibility, curriculum adaptation and specific terminality
title_full Curriculum practices for inclusive education: curriculum accessibility, curriculum adaptation and specific terminality
title_fullStr Curriculum practices for inclusive education: curriculum accessibility, curriculum adaptation and specific terminality
title_full_unstemmed Curriculum practices for inclusive education: curriculum accessibility, curriculum adaptation and specific terminality
title_sort Curriculum practices for inclusive education: curriculum accessibility, curriculum adaptation and specific terminality
author Oliveira, Wanessa Moreira de
author_facet Oliveira, Wanessa Moreira de
Delou, Cristina Maria Carvalho
author_role author
author2 Delou, Cristina Maria Carvalho
author2_role author
dc.contributor.author.fl_str_mv Oliveira, Wanessa Moreira de
Delou, Cristina Maria Carvalho
dc.subject.por.fl_str_mv Ensino
Currículo
Educação Especial
Inclusão
Teaching
Curriculum
Special Education
Inclusion
Enseñanza
Plan de estudios
Educación especial
Inclusión
topic Ensino
Currículo
Educação Especial
Inclusão
Teaching
Curriculum
Special Education
Inclusion
Enseñanza
Plan de estudios
Educación especial
Inclusión
description Curriculum practices aiming the inclusion of the target public of Special Education have been under discussion in Brazil. Therefore this study investigates terms/concepts regarding curriculum practices that have been adopted within the scope of Inclusive Education along with some consequences for teaching and learning processes of the target public of Special Education. It is a qualitative research, through a bibliographic study (narrative literature review) based on the critical sociology of the curriculum. It demonstrates that strategies foreseen under Brazilian legislation such as curriculum adaptations and specific terminality have taken different practical connotations so as to be seen as excluding resources to be overcome defining proposals aligned more closely to the idea of ​​curriculum accessibility. However such proposals are not at all new and balanced. Thus, it is clear that inclusive curriculum policies require more objectivity to reduce the possibilities of misinterpretation and errors on practical application. In this regard, it would be more appropriate to inform and complement current curriculum policies/guidelines instead of trying to overcome them with the adoption of new terms/concepts.
publishDate 2023
dc.date.none.fl_str_mv 2023-03-31
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 http://periodicos.ufsm.br/educacaoespecial/article/view/71896
10.5902/1984686X71896
url http://periodicos.ufsm.br/educacaoespecial/article/view/71896
identifier_str_mv 10.5902/1984686X71896
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv http://periodicos.ufsm.br/educacaoespecial/article/view/71896/52072
http://periodicos.ufsm.br/educacaoespecial/article/view/71896/52073
dc.rights.driver.fl_str_mv Copyright (c) 2023 Revista Educação Especial
https://creativecommons.org/licenses/by-nc/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2023 Revista Educação Especial
https://creativecommons.org/licenses/by-nc/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
text/html
dc.publisher.none.fl_str_mv Universidade Federal de Santa Maria
publisher.none.fl_str_mv Universidade Federal de Santa Maria
dc.source.none.fl_str_mv Special Education Magazine; Vol. 36 No. 1 (2023): Revista Educação Especial – Publicação Contínua – Qualis – A2; e11/1-26
Revista de Educación Especial; Vol. 36 Núm. 1 (2023): Revista Educação Especial – Publicação Contínua – Qualis – A2; e11/1-26
Revista Educação Especial; v. 36 n. 1 (2023): Revista Educação Especial – Publicação Contínua – Qualis – A2; e11/1-26
1984-686X
reponame:Revista Educação Especial (UFSM)
instname:Universidade Federal de Santa Maria (UFSM)
instacron:UFSM
instname_str Universidade Federal de Santa Maria (UFSM)
instacron_str UFSM
institution UFSM
reponame_str Revista Educação Especial (UFSM)
collection Revista Educação Especial (UFSM)
repository.name.fl_str_mv Revista Educação Especial (UFSM) - Universidade Federal de Santa Maria (UFSM)
repository.mail.fl_str_mv educacaoespecial@smail.ufsm.br||clenioberni@gmail.com
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