From the discursive ambiguity to the possibilities of action in the area of Inclusive Education in Portugal

• Autor(a) principal: Prychodco, Robson Celestino
• Data de Publicação: 2019
• Outros Autores: Fernandes, Preciosa, Bittencourt, Zilda Lourenço de Camargo
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Educação Especial (UFSM)
• Texto Completo: http://periodicos.ufsm.br/educacaoespecial/article/view/37467
• topic: Inclusive School; Exclusion; integration and inclusion; Biomedical; Social and Biopsychosocial Models; Escuela Inclusiva; Exclusión; Integración e Inclusión; Modelos Biomédicos; Social y Biopsicosocial; Escola Inclusiva; Exclusão; integração e inclusão; Modelos Biomédico; Social e Biopsicossocial.

Historically, attendance of students with disabilities and / or Special Educational Needs has been remitted to answers based on segregationist and exclusionary views (FREITAS, 2008). However, a new understanding, grounded in the recognition and respect for diversity, placed at the center of the political and academic debate the principles of an Inclusive Education (AINSCOW, 2009) requiring differentiated educational responses from schools and teachers. In order to understand this paradigm change, a reading that links the Biomedical, Social and Biopsychosocial Models (MARCO, 2006) with the educational paradigms of Exclusion (or Segregation), Integration and Inclusion (SASSAKI, 2006) was used. Based on this framework, the article presents a study using 12 teachers working in the field of Inclusive Education in Greater Porto-Portugal. It is a qualitative research that had as objectives: to identify the conceptions of Inclusive Education of the teachers and to understand, in relation with the Biomedical, Social and Biopsychosocial Models, the possibilities for the concretization of this educational philosophy in school on a daily basis. After the data collection, which took the form of semi-structured interviews, the speeches were transcribed and analyzed with the support of Nvivo Software. The results pointed to a discursive ambiguity that is reflected not only in the teachers' conceptions regarding inclusive education, but also relates to practices in the intervention at school field.