Inclusive Education: a dialogue with Basic Education stemmed from the Policy Cycle

Detalhes bibliográficos
Autor(a) principal: Pacheco, Priscila
Data de Publicação: 2019
Outros Autores: Czekalski, Elisandra Aparecida, Tassa, Khaled Omar Mohamad El, Cruz, Gilmar de Carvalho
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Educação Especial (UFSM)
Texto Completo: http://periodicos.ufsm.br/educacaoespecial/article/view/31781
Resumo: The discussion about quality education for all has been the subject of concern in political, academic, non-governmental organizations and in several other fields. These discussions have been historically reflecting in the production of a significant number of legal devices that legislate on Special and Inclusive Education. The objective of this study is to present and discuss, stemmed from the Policy Cycle approach, the conceptions of Basic Education professionals, regarding to the inclusion, steaming from the results obtained through a meeting organized through a focus group. In order to do this, we restricted the study to the context of practice, which indicates that the professionals' conceptions regarding to inclusion are strongly related to the barriers or the obstacles that emerge against their effectiveness in the school environment. The voices of the teachers are loaded with a certain anguish, for the failure to carry out an Education that includes everyone in the teaching-learning process. In view of this, these discourses explain the justifications for non-inclusion, by exalting the obstacles that permeate their practices.
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spelling Inclusive Education: a dialogue with Basic Education stemmed from the Policy CycleEducación inclusiva: un diálogo con la Educación Básica a partir del Ciclo de PolíticasEducação Inclusiva: um diálogo com a Educação Básica a partir do Ciclo de PolíticasInclusive educationBasic educationPublic policies.Educación inclusivaEducación básicaPolíticas públicas.Educação InclusivaEducação BásicaObstáculos.The discussion about quality education for all has been the subject of concern in political, academic, non-governmental organizations and in several other fields. These discussions have been historically reflecting in the production of a significant number of legal devices that legislate on Special and Inclusive Education. The objective of this study is to present and discuss, stemmed from the Policy Cycle approach, the conceptions of Basic Education professionals, regarding to the inclusion, steaming from the results obtained through a meeting organized through a focus group. In order to do this, we restricted the study to the context of practice, which indicates that the professionals' conceptions regarding to inclusion are strongly related to the barriers or the obstacles that emerge against their effectiveness in the school environment. The voices of the teachers are loaded with a certain anguish, for the failure to carry out an Education that includes everyone in the teaching-learning process. In view of this, these discourses explain the justifications for non-inclusion, by exalting the obstacles that permeate their practices.El discurso acerca de la educación de calidad para todos ha sido objeto de preocupación en el ámbito político, académico, de organizaciones no gubernamentales y de diversos campos otros. Estas discusiones reflejan, históricamente, en la producción de un número significativo de aparatos legales que legislan acerca de la Educación Especial e Inclusiva. El objetivo de esta investigación es discutir, a partir del abordaje del Ciclo de Políticas, las concepciones de los profesionales de la Educación Básica respecto a la inclusión escolar, teniendo como punto de partida los resultados obtenidos por medio de un encuentro organizado por medio de grupo focal. Para esto, restringimos la investigación al contexto de la práctica, que nos indica que las concepciones de los profesionales respecto a la inclusión están fuertemente relacionadas a las barreras u obstáculos que se ponen para su efectuación en el ambiente escolar. Las voces de los docentes están cargadas de cierto tono de angustia, por la no efectuación de una Educación que incluya a todos en el proceso de enseñanza-aprendizaje. Teniendo esto en vista, estos discursos explicitan las justificativas para la no inclusión, a través de la exaltación de los obstáculos que permean sus prácticas.  O discurso sobre uma educação de qualidade para todos tem sido objeto de preocupação no âmbito político, acadêmico, de organizações não-governamentais e de diversos outros campos. Essas discussões vêm refletindo historicamente na produção de um número significativo de aparatos legais que legislam sobre a Educação Especial e Inclusiva. O objetivo deste estudo é discutir, a partir da abordagem do Ciclo de Políticas, as concepções de profissionais da Educação Básica a respeito da inclusão escolar, partindo dos resultados obtidos através de um encontro organizado por meio de grupo focal. Para isto, restringimos o estudo ao contexto da prática, que nos indica que as concepções dos profissionais a respeito da inclusão estão fortemente relacionadas com as barreiras ou obstáculos que se colocam para sua efetivação no ambiente escolar. As vozes dos docentes estão carregadas de uma certa angústia, pela não efetivação de uma Educação que inclua a todos no processo de ensino-aprendizagem. Em vista disto, esses discursos explicitam as justificativas para a não inclusão, através da exaltação dos obstáculos que permeiam suas práticas.Universidade Federal de Santa Maria2019-05-06info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdftext/htmlhttp://periodicos.ufsm.br/educacaoespecial/article/view/3178110.5902/1984686X31781Special Education Magazine; Revista Educação Especial, v. 32, 2019 – Publicação Contínua; e46/ 1-16Revista de Educación Especial; Revista Educação Especial, v. 32, 2019 – Publicação Contínua; e46/ 1-16Revista Educação Especial; Revista Educação Especial, v. 32, 2019 – Publicação Contínua; e46/ 1-161984-686Xreponame:Revista Educação Especial (UFSM)instname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMporhttp://periodicos.ufsm.br/educacaoespecial/article/view/31781/pdfhttp://periodicos.ufsm.br/educacaoespecial/article/view/31781/htmlCopyright (c) 2019 Revista Educação Especialinfo:eu-repo/semantics/openAccessPacheco, PriscilaCzekalski, Elisandra AparecidaTassa, Khaled Omar Mohamad ElCruz, Gilmar de Carvalho2023-05-15T19:05:35Zoai:ojs.pkp.sfu.ca:article/31781Revistahttps://periodicos.ufsm.br/educacaoespecialPUBhttp://cascavel.ufsm.br/revistas/ojs-2.2.2/index.php/educacaoespecial/oaieducacaoespecial@smail.ufsm.br||clenioberni@gmail.com1984-686X1808-270Xopendoar:2023-05-15T19:05:35Revista Educação Especial (UFSM) - Universidade Federal de Santa Maria (UFSM)false
dc.title.none.fl_str_mv Inclusive Education: a dialogue with Basic Education stemmed from the Policy Cycle
Educación inclusiva: un diálogo con la Educación Básica a partir del Ciclo de Políticas
Educação Inclusiva: um diálogo com a Educação Básica a partir do Ciclo de Políticas
title Inclusive Education: a dialogue with Basic Education stemmed from the Policy Cycle
spellingShingle Inclusive Education: a dialogue with Basic Education stemmed from the Policy Cycle
Pacheco, Priscila
Inclusive education
Basic education
Public policies.
Educación inclusiva
Educación básica
Políticas públicas.
Educação Inclusiva
Educação Básica
Obstáculos.
title_short Inclusive Education: a dialogue with Basic Education stemmed from the Policy Cycle
title_full Inclusive Education: a dialogue with Basic Education stemmed from the Policy Cycle
title_fullStr Inclusive Education: a dialogue with Basic Education stemmed from the Policy Cycle
title_full_unstemmed Inclusive Education: a dialogue with Basic Education stemmed from the Policy Cycle
title_sort Inclusive Education: a dialogue with Basic Education stemmed from the Policy Cycle
author Pacheco, Priscila
author_facet Pacheco, Priscila
Czekalski, Elisandra Aparecida
Tassa, Khaled Omar Mohamad El
Cruz, Gilmar de Carvalho
author_role author
author2 Czekalski, Elisandra Aparecida
Tassa, Khaled Omar Mohamad El
Cruz, Gilmar de Carvalho
author2_role author
author
author
dc.contributor.author.fl_str_mv Pacheco, Priscila
Czekalski, Elisandra Aparecida
Tassa, Khaled Omar Mohamad El
Cruz, Gilmar de Carvalho
dc.subject.por.fl_str_mv Inclusive education
Basic education
Public policies.
Educación inclusiva
Educación básica
Políticas públicas.
Educação Inclusiva
Educação Básica
Obstáculos.
topic Inclusive education
Basic education
Public policies.
Educación inclusiva
Educación básica
Políticas públicas.
Educação Inclusiva
Educação Básica
Obstáculos.
description The discussion about quality education for all has been the subject of concern in political, academic, non-governmental organizations and in several other fields. These discussions have been historically reflecting in the production of a significant number of legal devices that legislate on Special and Inclusive Education. The objective of this study is to present and discuss, stemmed from the Policy Cycle approach, the conceptions of Basic Education professionals, regarding to the inclusion, steaming from the results obtained through a meeting organized through a focus group. In order to do this, we restricted the study to the context of practice, which indicates that the professionals' conceptions regarding to inclusion are strongly related to the barriers or the obstacles that emerge against their effectiveness in the school environment. The voices of the teachers are loaded with a certain anguish, for the failure to carry out an Education that includes everyone in the teaching-learning process. In view of this, these discourses explain the justifications for non-inclusion, by exalting the obstacles that permeate their practices.
publishDate 2019
dc.date.none.fl_str_mv 2019-05-06
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/31781
10.5902/1984686X31781
url http://periodicos.ufsm.br/educacaoespecial/article/view/31781
identifier_str_mv 10.5902/1984686X31781
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv http://periodicos.ufsm.br/educacaoespecial/article/view/31781/pdf
http://periodicos.ufsm.br/educacaoespecial/article/view/31781/html
dc.rights.driver.fl_str_mv Copyright (c) 2019 Revista Educação Especial
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2019 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. 32, 2019 – Publicação Contínua; e46/ 1-16
Revista de Educación Especial; Revista Educação Especial, v. 32, 2019 – Publicação Contínua; e46/ 1-16
Revista Educação Especial; Revista Educação Especial, v. 32, 2019 – Publicação Contínua; e46/ 1-16
1984-686X
reponame:Revista Educação Especial (UFSM)
instname:Universidade Federal de Santa Maria (UFSM)
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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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