The body of knowledge in special education: discourses and events
Autor(a) principal: | |
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Data de Publicação: | 2015 |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista Educação Especial (UFSM) |
Texto Completo: | http://periodicos.ufsm.br/educacaoespecial/article/view/18429 |
Resumo: | This article deals with reflections on the discipline of Education within the theme of Special Education – Inclusive Schooling, having for its theoretical and methodological subsidies part of the writings referenced in Michel Foucault, giving meaning to the itinerary to the subsidies around the relations between knowledge and power in their complexities and different dimensions. The dimensions of each discipline were linked according to the form and dimensions of the interests of one or more groups of researchers, in search of the interlacing of languages, expressions used, constituting prototype glossaries and propositional tools, reflecting comprehensions of philosophical theories and propositions saved by metalanguages, among their themes, thematical contents, objects and subjects. Using electronic consultation of the Bank of theses held online at the CAPES [Coordenadoria Aperfeiçoamento do Pessoal do Ensino Superior (CAPES)], thus permitting the delimiting of the corpus understood as a collection of naturally occurring texts, true and disposable, permitting approximations of a state or the identification of a variety of languages. Posteriorly, dissertation and thesis reports on the same theme, also electronically available in eight post-graduate programs in education. The definition of these choices of a methodological nature permits tracing some paths on the pursuit of the conditions under which the theme of Special Education has been treated through the conceptions of inclusive schooling marked by struggles, confrontations, behaviors, decisions and strategies, assuming characteristics of the peculiarities of the observations related to the production of technical discourses and of their results, in the relations inherent to the paradox, parking specificities. |
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The body of knowledge in special education: discourses and eventsCorpus do conhecimento em Educação Especial: discursos e acontecimentosSpecial educationInclusive schoolingCorpus of knowledge.Educação EspecialInclusão EscolarCorpus de Conhecimentos.This article deals with reflections on the discipline of Education within the theme of Special Education – Inclusive Schooling, having for its theoretical and methodological subsidies part of the writings referenced in Michel Foucault, giving meaning to the itinerary to the subsidies around the relations between knowledge and power in their complexities and different dimensions. The dimensions of each discipline were linked according to the form and dimensions of the interests of one or more groups of researchers, in search of the interlacing of languages, expressions used, constituting prototype glossaries and propositional tools, reflecting comprehensions of philosophical theories and propositions saved by metalanguages, among their themes, thematical contents, objects and subjects. Using electronic consultation of the Bank of theses held online at the CAPES [Coordenadoria Aperfeiçoamento do Pessoal do Ensino Superior (CAPES)], thus permitting the delimiting of the corpus understood as a collection of naturally occurring texts, true and disposable, permitting approximations of a state or the identification of a variety of languages. Posteriorly, dissertation and thesis reports on the same theme, also electronically available in eight post-graduate programs in education. The definition of these choices of a methodological nature permits tracing some paths on the pursuit of the conditions under which the theme of Special Education has been treated through the conceptions of inclusive schooling marked by struggles, confrontations, behaviors, decisions and strategies, assuming characteristics of the peculiarities of the observations related to the production of technical discourses and of their results, in the relations inherent to the paradox, parking specificities.Este artigo trata de reflexões sobre a disciplina Educação, na temática Educação Especial – Inclusão Escolar, tendo como subsídios teóricos e metodológicos parte dos escritos nos referenciais de Michel Foucault, dando conotação, ao itinerário em torno de subsídios sobre as relações entre saber e poder em suas complexidades e diferentes dimensões. As abrangências de cada disciplina vinculam-se de acordo com a forma e as dimensões de interesses de um ou mais grupos de pesquisadores, buscando entrelaçamentos de linguagens; as expressões utilizadas que constituem glossários prototípicos e ferramentas de proposições, refletindo compreensões das teorias e dos pressupostos filosóficos, salvaguardados por metalinguagens, entre seus temas, temática/conteúdos, objetos e sujeitos, representando outras relações de saberes. Por intermédio de consulta eletrônica, no Banco de Teses, alojado no portal da Coordenadoria Aperfeiçoamento do Pessoal do Ensino Superior (CAPES), possibilitou um delineando do corpus, compreendido como uma coletânea de textos naturais (naturally occurring), autênticos e disponíveis, permitindo aproximações de um estado ou identificação de uma variedade de linguagens. Posteriormente, foram utilizados relatórios de dissertações e teses, da mesma temática, disponibilizados, também eletronicamente por oito programas de pós-graduação em Educação. A definição dessas escolhas de cunho metodológico permite traçar algumas pistas sobre o andamento das condições a que o tema/conteúdo Educação Especial vem sendo submetida às concepções de inclusão escolar, marcadas pelas lutas, pelos confrontos, pelos comportamentos, decisões e estratégias, assumindo características de peculiaridades sobre as observações relacionadas à produção de discursos técnicos e dos seus resultados, nas relações inerentes ao paradoxo, demarcando especificidades.Universidade Federal de Santa Maria2015-09-28info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttp://periodicos.ufsm.br/educacaoespecial/article/view/1842910.5902/1984686X18429Special Education Magazine; Revista Educação Especial, v. 28, n. 53, set./dez. 2015; 779-790Revista de Educación Especial; Revista Educação Especial, v. 28, n. 53, set./dez. 2015; 779-790Revista Educação Especial; Revista Educação Especial, v. 28, n. 53, set./dez. 2015; 779-7901984-686Xreponame:Revista Educação Especial (UFSM)instname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMporhttp://periodicos.ufsm.br/educacaoespecial/article/view/18429/pdfOsório, Antônio Carlos do Nascimentoinfo:eu-repo/semantics/openAccess2017-11-20T10:21:15Zoai:ojs.pkp.sfu.ca:article/18429Revistahttps://periodicos.ufsm.br/educacaoespecialPUBhttp://cascavel.ufsm.br/revistas/ojs-2.2.2/index.php/educacaoespecial/oaieducacaoespecial@smail.ufsm.br||clenioberni@gmail.com1984-686X1808-270Xopendoar:2017-11-20T10:21:15Revista Educação Especial (UFSM) - Universidade Federal de Santa Maria (UFSM)false |
dc.title.none.fl_str_mv |
The body of knowledge in special education: discourses and events Corpus do conhecimento em Educação Especial: discursos e acontecimentos |
title |
The body of knowledge in special education: discourses and events |
spellingShingle |
The body of knowledge in special education: discourses and events Osório, Antônio Carlos do Nascimento Special education Inclusive schooling Corpus of knowledge. Educação Especial Inclusão Escolar Corpus de Conhecimentos. |
title_short |
The body of knowledge in special education: discourses and events |
title_full |
The body of knowledge in special education: discourses and events |
title_fullStr |
The body of knowledge in special education: discourses and events |
title_full_unstemmed |
The body of knowledge in special education: discourses and events |
title_sort |
The body of knowledge in special education: discourses and events |
author |
Osório, Antônio Carlos do Nascimento |
author_facet |
Osório, Antônio Carlos do Nascimento |
author_role |
author |
dc.contributor.author.fl_str_mv |
Osório, Antônio Carlos do Nascimento |
dc.subject.por.fl_str_mv |
Special education Inclusive schooling Corpus of knowledge. Educação Especial Inclusão Escolar Corpus de Conhecimentos. |
topic |
Special education Inclusive schooling Corpus of knowledge. Educação Especial Inclusão Escolar Corpus de Conhecimentos. |
description |
This article deals with reflections on the discipline of Education within the theme of Special Education – Inclusive Schooling, having for its theoretical and methodological subsidies part of the writings referenced in Michel Foucault, giving meaning to the itinerary to the subsidies around the relations between knowledge and power in their complexities and different dimensions. The dimensions of each discipline were linked according to the form and dimensions of the interests of one or more groups of researchers, in search of the interlacing of languages, expressions used, constituting prototype glossaries and propositional tools, reflecting comprehensions of philosophical theories and propositions saved by metalanguages, among their themes, thematical contents, objects and subjects. Using electronic consultation of the Bank of theses held online at the CAPES [Coordenadoria Aperfeiçoamento do Pessoal do Ensino Superior (CAPES)], thus permitting the delimiting of the corpus understood as a collection of naturally occurring texts, true and disposable, permitting approximations of a state or the identification of a variety of languages. Posteriorly, dissertation and thesis reports on the same theme, also electronically available in eight post-graduate programs in education. The definition of these choices of a methodological nature permits tracing some paths on the pursuit of the conditions under which the theme of Special Education has been treated through the conceptions of inclusive schooling marked by struggles, confrontations, behaviors, decisions and strategies, assuming characteristics of the peculiarities of the observations related to the production of technical discourses and of their results, in the relations inherent to the paradox, parking specificities. |
publishDate |
2015 |
dc.date.none.fl_str_mv |
2015-09-28 |
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/18429 10.5902/1984686X18429 |
url |
http://periodicos.ufsm.br/educacaoespecial/article/view/18429 |
identifier_str_mv |
10.5902/1984686X18429 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
http://periodicos.ufsm.br/educacaoespecial/article/view/18429/pdf |
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 |
Universidade Federal de Santa Maria |
publisher.none.fl_str_mv |
Universidade Federal de Santa Maria |
dc.source.none.fl_str_mv |
Special Education Magazine; Revista Educação Especial, v. 28, n. 53, set./dez. 2015; 779-790 Revista de Educación Especial; Revista Educação Especial, v. 28, n. 53, set./dez. 2015; 779-790 Revista Educação Especial; Revista Educação Especial, v. 28, n. 53, set./dez. 2015; 779-790 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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1788536240483598336 |