School inclusion in Italy and Brazil: proximities and distances in educational policy

• Autor(a) principal: Freitas, Cláudia Rodrigues de
• Data de Publicação: 2020
• Outros Autores: Mura, Antonello, Zurru, Antioco Luigi, Tatulli, Ilaria, Baptista, Claudio Roberto
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Educação Especial (UFSM)
• DOI: 10.5902/1984686X41924
• Texto Completo: http://periodicos.ufsm.br/educacaoespecial/article/view/41924
• topic: Special Education; school inclusion policies; pedagogical practices.; Educación Especial; políticas de inclusión escolar; prácticas pedagógicas.; Educação Especial; políticas de inclusão escolar; práticas pedagógicas.

This paper presents a research that addresses fundamental themes for school inclusion in Brazil and Italy. The study aims to analyze the policies of school inclusion, identifying proximity and distances in these processes and in both contexts. In Italy, since the 1970s, there have been political movements for school inclusion, resulting in an education system in which pedagogical, normative and social devices interact from an inclusive perspective. In Brazil, progress on public inclusion policies has been recognized since the late 1990s.Based on the premises of qualitative research, the bibliographic study was developed through a broad survey that involved academic texts and normative documents. The theoretical bases refer to systemic thinking, in articulation with the productions of Gregory Bateson (2001), Humberto Maturana and Francisco Varela (1995). In addition, there was a broad search for studies on school inclusion policies produced in the two analyzed contexts. For the analysis, three fundamental approaches were established: school inclusion policies, teacher education and pedagogical practices. These dimensions are identified in their temporal variability and their specific guidelines as fundamental in triggering, sustaining and qualifying inclusion in both countries.