Rural Education and Special Education: the dialogue of inclusive modalities in contemporary times

Detalhes bibliográficos
Autor(a) principal: Furtado dos Anjos, Taiana
Data de Publicação: 2020
Outros Autores: Damasceno, Allan Rocha
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Brasileira de Educação do Campo
Texto Completo: https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/8274
Resumo: Abstract: This article discusses the theoretical and conceptual reflections of the interface between Special Education and Rural Education in the context of Brazilian public policies in contemporary times. Therefore, it is necessary to understand the concept of Rural Education within a historical approach drawn by social movements against the mechanisms of exclusion and segregation of peasant subjects, including in this process the target audience of Special Education, strengthening the movement of struggle and resistance to guarantee inclusive social rights already won in the legal provisions. Our intention is to present the main legal frameworks of Brazilian educational legislation, seeking to identify the elements that establish a dialogue between Special Education and Rural Education as modalities of Inclusive Education in contemporary society, with emphasis on the Operational Guidelines for Basic Education in Rural Schools and its Complementary Guidelines and the National Policy on Special Education from the perspective of Inclusive Education, among others. This article is  a bibliographic essay that uses the lens of Critical Theory, with emphasis on Theodor Adorno's thinking, in the critical-reflexive analysis of Special Education in the Field, resulting in the identification of the main elements of convergence that consolidate the interface between the modalities aforementioned, evidencing the necessary articulation in the consolidation of inclusive public policies for students targeting Special Education in rural schools.
id UFT-5_506e571c65ab7433e8adde5389f3f35c
oai_identifier_str oai:ojs.revista.uft.edu.br:article/8274
network_acronym_str UFT-5
network_name_str Revista Brasileira de Educação do Campo
repository_id_str
spelling Rural Education and Special Education: the dialogue of inclusive modalities in contemporary times Rural Education and Special Education: the dialogue of inclusive modalities in contemporary times Educación del Campo y Educación Especial: el diálogo de modalidades inclusivas en tiempos contemporáneosRural Education and Special Education: the dialogue of inclusive modalities in contemporary times Educação do Campo e Educação Especial: interlocução entre modalidades inclusivas na contemporaneidade Special Education. Rural Education. Critical TheoryEducación Especial. Educación del Campo. Teoría CríticaAbstract: This article discusses the theoretical and conceptual reflections of the interface between Special Education and Rural Education in the context of Brazilian public policies in contemporary times. Therefore, it is necessary to understand the concept of Rural Education within a historical approach drawn by social movements against the mechanisms of exclusion and segregation of peasant subjects, including in this process the target audience of Special Education, strengthening the movement of struggle and resistance to guarantee inclusive social rights already won in the legal provisions. Our intention is to present the main legal frameworks of Brazilian educational legislation, seeking to identify the elements that establish a dialogue between Special Education and Rural Education as modalities of Inclusive Education in contemporary society, with emphasis on the Operational Guidelines for Basic Education in Rural Schools and its Complementary Guidelines and the National Policy on Special Education from the perspective of Inclusive Education, among others. This article is  a bibliographic essay that uses the lens of Critical Theory, with emphasis on Theodor Adorno's thinking, in the critical-reflexive analysis of Special Education in the Field, resulting in the identification of the main elements of convergence that consolidate the interface between the modalities aforementioned, evidencing the necessary articulation in the consolidation of inclusive public policies for students targeting Special Education in rural schools.Abstract: This article discusses the theoretical and conceptual reflections of the interface between Special Education and Rural Education in the context of Brazilian public policies in contemporary times. Therefore, it is necessary to understand the concept of Rural Education within a historical approach drawn by social movements against the mechanisms of exclusion and segregation of peasant subjects, including in this process the target audience of Special Education, strengthening the movement of struggle and resistance to guarantee inclusive social rights already won in the legal provisions. Our intention is to present the main legal frameworks of Brazilian educational legislation, seeking to identify the elements that establish a dialogue between Special Education and Rural Education as modalities of Inclusive Education in contemporary society, with emphasis on the Operational Guidelines for Basic Education in Rural Schools and its Complementary Guidelines and the National Policy on Special Education from the perspective of Inclusive Education, among others. This article is  a bibliographic essay that uses the lens of Critical Theory, with emphasis on Theodor Adorno's thinking, in the critical-reflexive analysis of Special Education in the Field, resulting in the identification of the main elements of convergence that consolidate the interface between the modalities aforementioned, evidencing the necessary articulation in the consolidation of inclusive public policies for students targeting Special Education in rural schools.Resumen: Este artículo discute las reflexiones teóricas y conceptuales de la interfaz entre Educación Especial y Educación del Campo en el contexto de las políticas públicas brasileñas en los tiempos contemporáneos. Por lo tanto, es necesario comprender el concepto de Educación del Campo dentro de un enfoque histórico elaborado por los movimientos sociales contra los mecanismos de exclusión y segregación de los sujetos campesinos, incluido en este proceso el público objetivo de la Educación Especial, fortaleciendo el movimiento de lucha y resistencia para garantizar derechos sociales inclusivos ya ganados en las disposiciones legales. Nuestra intención es presentar los principales marcos legales de la legislación educativa brasileña, buscando identificar los elementos que establecen un diálogo entre Educación Especial y Educación del Campo como modalidades de Educación Inclusiva en la sociedad contemporánea,  con énfasis en las Directrices Operativas para la Educación Básica en las Escuelas Rurales y sus Directrices Complementarias y la Política Nacional de Educación Especial desde la perspectiva de la Educación Inclusiva, entre otras. Este artículo es un ensayo bibliográfico que utiliza la lente de la Teoría Crítica, con énfasis en el pensamiento de Theodor Adorno, como un estudio teórico-metodológico en el análisis crítico-reflexivo de la Educación Especial en el Campo, que resulta en la identificación de los principales elementos de convergencia que consolidan la interfaz entre las modalidades antes mencionado, evidenciando la articulación necesaria en la consolidación de políticas públicas inclusivas para los estudiantes que apuntan a la Educación Especial de escuelas del campo.Abstract: This article discusses the theoretical and conceptual reflections of the interface between Special Education and Rural Education in the context of Brazilian public policies in contemporary times. Therefore, it is necessary to understand the concept of Rural Education within a historical approach drawn by social movements against the mechanisms of exclusion and segregation of peasant subjects, including in this process the target audience of Special Education, strengthening the movement of struggle and resistance to guarantee inclusive social rights already won in the legal provisions. Our intention is to present the main legal frameworks of Brazilian educational legislation, seeking to identify the elements that establish a dialogue between Special Education and Rural Education as modalities of Inclusive Education in contemporary society, with emphasis on the Operational Guidelines for Basic Education in Rural Schools and its Complementary Guidelines and the National Policy on Special Education from the perspective of Inclusive Education, among others. This article is  a bibliographic essay that uses the lens of Critical Theory, with emphasis on Theodor Adorno's thinking, in the critical-reflexive analysis of Special Education in the Field, resulting in the identification of the main elements of convergence that consolidate the interface between the modalities aforementioned, evidencing the necessary articulation in the consolidation of inclusive public policies for students targeting Special Education in rural schools.O presente artigo aborda reflexões teórico-conceituais da interface entre Educação Especial e Educação do Campo no contexto das políticas públicas brasileiras na contemporaneidade. Para tanto, é necessário compreender a concepção de Educação do Campo dentro de uma abordagem histórica traçadas pelos movimentos sociais contra os mecanismos de exclusão e segregação dos sujeitos campesinos, incluindo nesse processo o público-alvo da Educação Especial, fortalecendo o movimento de luta e resistência para garantia dos direitos sociais inclusivos já conquistados nos dispositivos legais. Nossa intenção é apresentar os principais marcos legais da legislação educacional brasileira, buscando identificar os elementos que estabelecem um diálogo entre a Educação Especial e a Educação do Campo enquanto modalidades de Educação Inclusiva na sociedade contemporânea, com destaque as Diretrizes Operacionais para a Educação Básica nas Escolas do Campo e suas Diretrizes Complementares e a Política Nacional de Educação Especial na Perspectiva da Educação Inclusiva, entre outras. Este artigo é um ensaio bibliográfico que  utiliza  as lentes  da Teoria Crítica, com  ênfase o pensamento de Theodor Adorno, na análise crítico-reflexiva da Educação Especial no Campo, tendo como resultado a identificação dos principais elementos de convergência que consolidam a interface entre as modalidades supracitadas, evidenciando  a  necessária articulação precípua na consolidação das políticas públicas inclusivas para os estudantes público-alvo da Educação Especial nas escolas do campo. Palavras-chave: Educação Especial, Educação do Campo, Teoria Crítica.   Rural Education and Special Education: the dialogue of inclusive modalities in contemporary times Abstract: This article discusses the theoretical and conceptual reflections of the interface between Special Education and Rural Education in the context of Brazilian public policies in contemporary times. Therefore, it is necessary to understand the concept of Rural Education within a historical approach drawn by social movements against the mechanisms of exclusion and segregation of peasant subjects, including in this process the target audience of Special Education, strengthening the movement of struggle and resistance to guarantee inclusive social rights already won in the legal provisions. Our intention is to present the main legal frameworks of Brazilian educational legislation, seeking to identify the elements that establish a dialogue between Special Education and Rural Education as modalities of Inclusive Education in contemporary society, with emphasis on the Operational Guidelines for Basic Education in Rural Schools and its Complementary Guidelines and the National Policy on Special Education from the perspective of Inclusive Education, among others. This article is  a bibliographic essay that uses the lens of Critical Theory, with emphasis on Theodor Adorno's thinking, in the critical-reflexive analysis of Special Education in the Field, resulting in the identification of the main elements of convergence that consolidate the interface between the modalities aforementioned, evidencing the necessary articulation in the consolidation of inclusive public policies for students targeting Special Education in rural schools. Keywords:  Special Education, Rural  Education, Critical Theory.   Educación del Campo y Educación Especial: el diálogo de modalidades inclusivas en tiempos contemporáneos Resumen: Este artículo discute las reflexiones teóricas y conceptuales de la interfaz entre Educación Especial y Educación del Campo en el contexto de las políticas públicas brasileñas en los tiempos contemporáneos. Por lo tanto, es necesario comprender el concepto de Educación del Campo dentro de un enfoque histórico elaborado por los movimientos sociales contra los mecanismos de exclusión y segregación de los sujetos campesinos, incluido en este proceso el público objetivo de la Educación Especial, fortaleciendo el movimiento de lucha y resistencia para garantizar derechos sociales inclusivos ya ganados en las disposiciones legales. Nuestra intención es presentar los principales marcos legales de la legislación educativa brasileña, buscando identificar los elementos que establecen un diálogo entre Educación Especial y Educación del Campo como modalidades de Educación Inclusiva en la sociedad contemporánea,  con énfasis en las Directrices Operativas para la Educación Básica en las Escuelas Rurales y sus Directrices Complementarias y la Política Nacional de Educación Especial desde la perspectiva de la Educación Inclusiva, entre otras. Este artículo es un ensayo bibliográfico que utiliza la lente de la Teoría Crítica, con énfasis en el pensamiento de Theodor Adorno, como un estudio teórico-metodológico en el análisis crítico-reflexivo de la Educación Especial en el Campo, que resulta en la identificación de los principales elementos de convergencia que consolidan la interfaz entre las modalidades antes mencionado, evidenciando la articulación necesaria en la consolidación de políticas públicas inclusivas para los estudiantes que apuntan a la Educación Especial de escuelas del campo. Palabras clave: Educación Especial,  Educación del Campo,  Teoría Crítica.Universidade Federal do Tocantins2020-07-03info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdftext/htmlhttps://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/827410.20873/uft.rbec.e8274Brazilian Journal of Rural Education; Bd. 5 (2020): Publicação Contínua / Continuous Publication; e8274Brazilian Journal of Rural Education; Vol. 5 (2020): Publicação Contínua / Continuous Publication; e8274Revista Brasileña de Educación Rural; Vol. 5 (2020): Publicação Contínua / Continuous Publication; e8274Brazilian Journal of Rural Education; Vol. 5 (2020): Publicação Contínua / Continuous Publication; e8274Revista Brasileira de Educação do Campo; v. 5 (2020): Publicação Contínua / Continuous Publication; e82742525-4863reponame:Revista Brasileira de Educação do Campoinstname:Universidade Federal do Tocantins (UFT)instacron:UFTporhttps://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/8274/17040https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/8274/17041Copyright (c) 2020 Taiana Furtado dos Anjos, Allan Rocha Damascenoinfo:eu-repo/semantics/openAccessFurtado dos Anjos, TaianaDamasceno, Allan Rocha2020-08-10T16:14:02Zoai:ojs.revista.uft.edu.br:article/8274Revistahttps://sistemas.uft.edu.br/periodicos/index.php/campoPUBhttps://sistemas.uft.edu.br/periodicos/index.php/campo/oaigustavo.araujo@uft.edu.br||rbec@uft.edu.br||gustavo.araujo@uft.edu.br|| rbec@uft.edu.br2525-48632525-4863opendoar:2020-08-10T16:14:02Revista Brasileira de Educação do Campo - Universidade Federal do Tocantins (UFT)false
dc.title.none.fl_str_mv Rural Education and Special Education: the dialogue of inclusive modalities in contemporary times
Rural Education and Special Education: the dialogue of inclusive modalities in contemporary times
Educación del Campo y Educación Especial: el diálogo de modalidades inclusivas en tiempos contemporáneos
Rural Education and Special Education: the dialogue of inclusive modalities in contemporary times
Educação do Campo e Educação Especial: interlocução entre modalidades inclusivas na contemporaneidade
title Rural Education and Special Education: the dialogue of inclusive modalities in contemporary times
spellingShingle Rural Education and Special Education: the dialogue of inclusive modalities in contemporary times
Furtado dos Anjos, Taiana
Special Education. Rural Education. Critical Theory
Educación Especial. Educación del Campo. Teoría Crítica
title_short Rural Education and Special Education: the dialogue of inclusive modalities in contemporary times
title_full Rural Education and Special Education: the dialogue of inclusive modalities in contemporary times
title_fullStr Rural Education and Special Education: the dialogue of inclusive modalities in contemporary times
title_full_unstemmed Rural Education and Special Education: the dialogue of inclusive modalities in contemporary times
title_sort Rural Education and Special Education: the dialogue of inclusive modalities in contemporary times
author Furtado dos Anjos, Taiana
author_facet Furtado dos Anjos, Taiana
Damasceno, Allan Rocha
author_role author
author2 Damasceno, Allan Rocha
author2_role author
dc.contributor.author.fl_str_mv Furtado dos Anjos, Taiana
Damasceno, Allan Rocha
dc.subject.por.fl_str_mv Special Education. Rural Education. Critical Theory
Educación Especial. Educación del Campo. Teoría Crítica
topic Special Education. Rural Education. Critical Theory
Educación Especial. Educación del Campo. Teoría Crítica
description Abstract: This article discusses the theoretical and conceptual reflections of the interface between Special Education and Rural Education in the context of Brazilian public policies in contemporary times. Therefore, it is necessary to understand the concept of Rural Education within a historical approach drawn by social movements against the mechanisms of exclusion and segregation of peasant subjects, including in this process the target audience of Special Education, strengthening the movement of struggle and resistance to guarantee inclusive social rights already won in the legal provisions. Our intention is to present the main legal frameworks of Brazilian educational legislation, seeking to identify the elements that establish a dialogue between Special Education and Rural Education as modalities of Inclusive Education in contemporary society, with emphasis on the Operational Guidelines for Basic Education in Rural Schools and its Complementary Guidelines and the National Policy on Special Education from the perspective of Inclusive Education, among others. This article is  a bibliographic essay that uses the lens of Critical Theory, with emphasis on Theodor Adorno's thinking, in the critical-reflexive analysis of Special Education in the Field, resulting in the identification of the main elements of convergence that consolidate the interface between the modalities aforementioned, evidencing the necessary articulation in the consolidation of inclusive public policies for students targeting Special Education in rural schools.
publishDate 2020
dc.date.none.fl_str_mv 2020-07-03
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 https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/8274
10.20873/uft.rbec.e8274
url https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/8274
identifier_str_mv 10.20873/uft.rbec.e8274
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/8274/17040
https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/8274/17041
dc.rights.driver.fl_str_mv Copyright (c) 2020 Taiana Furtado dos Anjos, Allan Rocha Damasceno
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2020 Taiana Furtado dos Anjos, Allan Rocha Damasceno
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
text/html
dc.publisher.none.fl_str_mv Universidade Federal do Tocantins
publisher.none.fl_str_mv Universidade Federal do Tocantins
dc.source.none.fl_str_mv Brazilian Journal of Rural Education; Bd. 5 (2020): Publicação Contínua / Continuous Publication; e8274
Brazilian Journal of Rural Education; Vol. 5 (2020): Publicação Contínua / Continuous Publication; e8274
Revista Brasileña de Educación Rural; Vol. 5 (2020): Publicação Contínua / Continuous Publication; e8274
Brazilian Journal of Rural Education; Vol. 5 (2020): Publicação Contínua / Continuous Publication; e8274
Revista Brasileira de Educação do Campo; v. 5 (2020): Publicação Contínua / Continuous Publication; e8274
2525-4863
reponame:Revista Brasileira de Educação do Campo
instname:Universidade Federal do Tocantins (UFT)
instacron:UFT
instname_str Universidade Federal do Tocantins (UFT)
instacron_str UFT
institution UFT
reponame_str Revista Brasileira de Educação do Campo
collection Revista Brasileira de Educação do Campo
repository.name.fl_str_mv Revista Brasileira de Educação do Campo - Universidade Federal do Tocantins (UFT)
repository.mail.fl_str_mv gustavo.araujo@uft.edu.br||rbec@uft.edu.br||gustavo.araujo@uft.edu.br|| rbec@uft.edu.br
_version_ 1798319758490206208

Registros relacionados