Disability and the conceptions conforming the field of special education: permanencies and ruptures in its identity
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista Educação Especial (UFSM) |
Texto Completo: | http://periodicos.ufsm.br/educacaoespecial/article/view/66151 |
Resumo: | This article aims to analyze, from the articles published in the journal Revista Brasileira de Educação Especial, between the years of 1992 and 2015, the concepts underlying the concept of disability employed by researchers in the field, through the characterization of the group of students who compose it, marked by certain spaces and historical times. The manuscripts were selected based on pre-established criteria and analyzed based on the Bourdieusian theoretical framework. As a result, the study identifies different conceptions underlying the concept of disability composing the field of Special Education, conforming permanencies and ruptures in its identity, demonstrating that neither its constitution nor the constitution of knowledge that is produced there, which institutes its audience’s identity are stable and inflexible, but rather they stem from distinct movements enmeshed by movements from other fields, especially the political field, as the space in which educational practices take place. |
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Disability and the conceptions conforming the field of special education: permanencies and ruptures in its identityLa discapacidad y las concepciones que conforman el campo de la educación especial: permanencias y rupturas en su identidadA deficiência e as concepções que conformam o campo da educação especial: permanências e rupturas em sua identidadeDisabilitySpecial EducationKnowledge productionIdentity.DiscapacidadEducación EspecialProducción de conocimientoIdentidad.DeficiênciaEducação EspecialProdução de conhecimentoIdentidade.This article aims to analyze, from the articles published in the journal Revista Brasileira de Educação Especial, between the years of 1992 and 2015, the concepts underlying the concept of disability employed by researchers in the field, through the characterization of the group of students who compose it, marked by certain spaces and historical times. The manuscripts were selected based on pre-established criteria and analyzed based on the Bourdieusian theoretical framework. As a result, the study identifies different conceptions underlying the concept of disability composing the field of Special Education, conforming permanencies and ruptures in its identity, demonstrating that neither its constitution nor the constitution of knowledge that is produced there, which institutes its audience’s identity are stable and inflexible, but rather they stem from distinct movements enmeshed by movements from other fields, especially the political field, as the space in which educational practices take place.Este artículo tiene como objetivo analizar, a partir de los artículos publicados en la Revista Brasileira de Educação Especial, entre 1992 y 2015, los conceptos subyacentes al concepto de discapacidad empleado por los investigadores en el campo, a través de la caracterización del grupo de estudiantes que lo componen, marcado por ciertos espacios y tiempos históricos. Los manuscritos fueron seleccionados en base a criterios preestablecidos y analizados con base en el marco teórico bourdieusiano. Como resultado, el estudio identifica diferentes concepciones subyacentes al concepto de discapacidad que componen el campo de la Educación Especial, conformando permanencias y rupturas en su identidad, demostrando que ni su constitución ni la constitución del conocimiento que allí se produce, que instituye la identidad de su audiencia, son estables e inflexibles, sino que surgen de distintos movimientos enredados por movimientos de otros campos, especialmente el político, como espacio en el que se desarrollan las prácticas educativas.O presente artigo tem como objetivo analisar, por meio de artigos publicados no periódico Revista Brasileira de Educação Especial, no período compreendido entre os anos de 1992 e 2015, as concepções subjacentes ao conceito de deficiência, empregadas pelos pesquisadores do campo, por meio da caraterização do alunado que o compõe, marcadas por determinados espaços e tempos históricos. Os textos foram selecionados a partir de critérios definidos a priori e analisados tendo por base o referencial teórico bourdieusiano. Como resultados, pode-se averiguar diferentes concepções subjacentes ao conceito de deficiência compondo o campo da educação especial, conformando permanências e rupturas em sua identidade, demonstrando que, nem sua constituição, nem a constituição do saber que aí se produz e que institui a identidade de seu público são estáveis e inflexíveis, mas decorrem de movimentos distintos enredados pelos movimentos dos outros campos, especialmente o campo político, na medida em que este é o espaço em que as práticas educacionais se concretizam.Universidade Federal de Santa Maria2021-11-18info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdftext/htmlhttp://periodicos.ufsm.br/educacaoespecial/article/view/6615110.5902/1984686X66151Special Education Magazine; Revista Educação Especial, v. 34, 2021 – Publicação Contínua; e57/1-22Revista de Educación Especial; Revista Educação Especial, v. 34, 2021 – Publicação Contínua; e57/1-22Revista Educação Especial; Revista Educação Especial, v. 34, 2021 – Publicação Contínua; e57/1-221984-686Xreponame:Revista Educação Especial (UFSM)instname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMporhttp://periodicos.ufsm.br/educacaoespecial/article/view/66151/pdfhttp://periodicos.ufsm.br/educacaoespecial/article/view/66151/htmlCopyright (c) 2021 Revista Educação Especialinfo:eu-repo/semantics/openAccessSouza, Sirleine Brandão de2021-11-24T13:38:24Zoai:ojs.pkp.sfu.ca:article/66151Revistahttps://periodicos.ufsm.br/educacaoespecialPUBhttp://cascavel.ufsm.br/revistas/ojs-2.2.2/index.php/educacaoespecial/oaieducacaoespecial@smail.ufsm.br||clenioberni@gmail.com1984-686X1808-270Xopendoar:2021-11-24T13:38:24Revista Educação Especial (UFSM) - Universidade Federal de Santa Maria (UFSM)false |
dc.title.none.fl_str_mv |
Disability and the conceptions conforming the field of special education: permanencies and ruptures in its identity La discapacidad y las concepciones que conforman el campo de la educación especial: permanencias y rupturas en su identidad A deficiência e as concepções que conformam o campo da educação especial: permanências e rupturas em sua identidade |
title |
Disability and the conceptions conforming the field of special education: permanencies and ruptures in its identity |
spellingShingle |
Disability and the conceptions conforming the field of special education: permanencies and ruptures in its identity Souza, Sirleine Brandão de Disability Special Education Knowledge production Identity. Discapacidad Educación Especial Producción de conocimiento Identidad. Deficiência Educação Especial Produção de conhecimento Identidade. |
title_short |
Disability and the conceptions conforming the field of special education: permanencies and ruptures in its identity |
title_full |
Disability and the conceptions conforming the field of special education: permanencies and ruptures in its identity |
title_fullStr |
Disability and the conceptions conforming the field of special education: permanencies and ruptures in its identity |
title_full_unstemmed |
Disability and the conceptions conforming the field of special education: permanencies and ruptures in its identity |
title_sort |
Disability and the conceptions conforming the field of special education: permanencies and ruptures in its identity |
author |
Souza, Sirleine Brandão de |
author_facet |
Souza, Sirleine Brandão de |
author_role |
author |
dc.contributor.author.fl_str_mv |
Souza, Sirleine Brandão de |
dc.subject.por.fl_str_mv |
Disability Special Education Knowledge production Identity. Discapacidad Educación Especial Producción de conocimiento Identidad. Deficiência Educação Especial Produção de conhecimento Identidade. |
topic |
Disability Special Education Knowledge production Identity. Discapacidad Educación Especial Producción de conocimiento Identidad. Deficiência Educação Especial Produção de conhecimento Identidade. |
description |
This article aims to analyze, from the articles published in the journal Revista Brasileira de Educação Especial, between the years of 1992 and 2015, the concepts underlying the concept of disability employed by researchers in the field, through the characterization of the group of students who compose it, marked by certain spaces and historical times. The manuscripts were selected based on pre-established criteria and analyzed based on the Bourdieusian theoretical framework. As a result, the study identifies different conceptions underlying the concept of disability composing the field of Special Education, conforming permanencies and ruptures in its identity, demonstrating that neither its constitution nor the constitution of knowledge that is produced there, which institutes its audience’s identity are stable and inflexible, but rather they stem from distinct movements enmeshed by movements from other fields, especially the political field, as the space in which educational practices take place. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-11-18 |
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 |
http://periodicos.ufsm.br/educacaoespecial/article/view/66151 10.5902/1984686X66151 |
url |
http://periodicos.ufsm.br/educacaoespecial/article/view/66151 |
identifier_str_mv |
10.5902/1984686X66151 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
http://periodicos.ufsm.br/educacaoespecial/article/view/66151/pdf http://periodicos.ufsm.br/educacaoespecial/article/view/66151/html |
dc.rights.driver.fl_str_mv |
Copyright (c) 2021 Revista Educação Especial info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2021 Revista Educação Especial |
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; Revista Educação Especial, v. 34, 2021 – Publicação Contínua; e57/1-22 Revista de Educación Especial; Revista Educação Especial, v. 34, 2021 – Publicação Contínua; e57/1-22 Revista Educação Especial; Revista Educação Especial, v. 34, 2021 – Publicação Contínua; e57/1-22 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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