Educational Public Policies: from children’s Education to School Inclusion

Detalhes bibliográficos
Autor(a) principal: Silva, Jacqueline Silva da
Data de Publicação: 2022
Outros Autores: Steffens , Carine Rozane, Pereira, Rosiane Sousa
Tipo de documento: Artigo
Idioma: por
eng
Título da fonte: Ensino em Revista
Texto Completo: https://seer.ufu.br/index.php/emrevista/article/view/64669
Resumo: This study was based on the problem-based learning (PBL) methodology and aimed to answer the following question: “How do educational public policies pervade teachers’ practices?” It analyzed, problematized, and reflected on some educational public policies designed for Children’s Education and the category of Special Education. The conclusion reached is that Children’s Education should encompass all children, with no exceptions, by ensuring them teaching quality and equity through ludic situations. The specialized education services should guarantee conditions to access school and remain there to students with disabilities or limitations. However, schools have to adjust to do this and develop teaching practices that secure that the learning rights meet each child’s needs and specificities, once the National Core Curriculum does not provide a division for Special Education because it is implicit that it is already included in any stage of teaching.
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spelling Educational Public Policies: from children’s Education to School InclusionPolíticas Públicas Educativas: de la Educación Infantil a la Inclusión EscolarPolíticas públicas educacionais que permeiam a prática pedagógica da Educação Infantil na perspectiva da Inclusão EscolarPolíticas Públicas EducacionaisEducação InfantilInclusão EscolarEducational Public PoliciesChildren’s EducationSchool InclusionPolíticas Públicas EducativasEducación InfantilInclusión EscolarThis study was based on the problem-based learning (PBL) methodology and aimed to answer the following question: “How do educational public policies pervade teachers’ practices?” It analyzed, problematized, and reflected on some educational public policies designed for Children’s Education and the category of Special Education. The conclusion reached is that Children’s Education should encompass all children, with no exceptions, by ensuring them teaching quality and equity through ludic situations. The specialized education services should guarantee conditions to access school and remain there to students with disabilities or limitations. However, schools have to adjust to do this and develop teaching practices that secure that the learning rights meet each child’s needs and specificities, once the National Core Curriculum does not provide a division for Special Education because it is implicit that it is already included in any stage of teaching.Este estudio, fundamentado en la metodología del aprendizaje basado en problemas - ABP, tuvo como objetivo responder a la siguiente pregunta "¿Cómo las políticas públicas educativas permean las prácticas de enseñanza?" a través del análisis, reflexión y problematización de algunas políticas públicas educativas, desarrolladas para la enseñanza de la modalidad Educación Infantil y Educación Especial. Se pudo constatar que la Educación Infantil debe atender a todos los niños, sin exclusiones, garantizando calidad y equidad en la enseñanza, a través de situaciones lúdicas. La AEE, debe garantizar a los estudiantes con discapacidades o limitaciones, condiciones de acceso y permanencia en la escuela. Sin embargo, corresponde a la institución escolar adecuar y desarrollar prácticas pedagógicas que aseguren los derechos de aprendizaje y que atiendan las necesidades y especificidades de cada niño, ya que la BNCC no presenta ningún eje específico de Educación Especial, pues entiende que ya está insertado en cualquier etapa de la enseñanza.Este estudo é resultado de discussões realizadas na disciplina Políticas Públicas Educacionais, do Programa de Pós-Graduação Stricto Sensu - Mestrado em Ensino, oferecido na Universidade do Vale do Taquari - Univates, de Lajeado/RS. Nessa disciplina, foi desenvolvida a metodologia da Aprendizagem Baseada em Problemas (ABP), tendo o intuito de responder à seguinte questão: “Como as políticas públicas educacionais permeiam as práticas pedagógicas da Educação Infantil, na perspectiva da Inclusão Escolar?”. Por meio de análise, reflexão e problematização de algumas políticas públicas educacionais voltadas para a Educação Infantil e o Atendimento Educacional Especializado (AEE), na perspectiva da Inclusão Escolar, constatou-se que a Educação Infantil deve atender todas as crianças, sem exclusões, assegurando-lhes qualidade e equidade de ensino, através de situações lúdicas. Da mesma forma, o AEE deve garantir aos educandos com deficiências ou limitações, condições de acesso e permanência na escola com respeito e equidade. Para tanto, a instituição escolar precisa, em todos os níveis de ensino, desenvolver práticas pedagógicas que assegurem os direitos de aprendizagem e que atendam as necessidades e especificidades de cada criança. Essa perspectiva está alinhada com a Base Nacional Comum Curricular (BNCC), que não apresenta nenhum eixo específico da Educação Especial na perspectiva da Inclusão Escolar, por entender que ela já está inserida em qualquer etapa do ensino.Universidade Federal de Uberlândia2022-02-11info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttps://seer.ufu.br/index.php/emrevista/article/view/6466910.14393/ER-v29a2022-13Ensino em Re-Vista; Vol. 29 (2022): Publicação Contínua; e013Ensino em Re-Vista; Vol. 29 (2022): Publicação Contínua; e013Ensino em Re-Vista; v. 29 (2022): Publicação Contínua; e0131983-17300104-3757reponame:Ensino em Revistainstname:Universidade Federal de Uberlândia (UFU)instacron:UFUporenghttps://seer.ufu.br/index.php/emrevista/article/view/64669/33355https://seer.ufu.br/index.php/emrevista/article/view/64669/33356Copyright (c) 2022 Jacqueline Silva da Silva, Carine Rozane Steffens , Rosiane Sousa Pereirahttp://creativecommons.org/licenses/by-nc-nd/4.0info:eu-repo/semantics/openAccessSilva, Jacqueline Silva da Steffens , Carine RozanePereira, Rosiane Sousa 2023-01-06T17:29:06Zoai:ojs.www.seer.ufu.br:article/64669Revistahttps://seer.ufu.br/index.php/emrevistaPUBhttps://seer.ufu.br/index.php/emrevista/oai||ensinoemrevista@gmail.com1983-17300104-3757opendoar:2023-01-06T17:29:06Ensino em Revista - Universidade Federal de Uberlândia (UFU)false
dc.title.none.fl_str_mv Educational Public Policies: from children’s Education to School Inclusion
Políticas Públicas Educativas: de la Educación Infantil a la Inclusión Escolar
Políticas públicas educacionais que permeiam a prática pedagógica da Educação Infantil na perspectiva da Inclusão Escolar
title Educational Public Policies: from children’s Education to School Inclusion
spellingShingle Educational Public Policies: from children’s Education to School Inclusion
Silva, Jacqueline Silva da
Políticas Públicas Educacionais
Educação Infantil
Inclusão Escolar
Educational Public Policies
Children’s Education
School Inclusion
Políticas Públicas Educativas
Educación Infantil
Inclusión Escolar
title_short Educational Public Policies: from children’s Education to School Inclusion
title_full Educational Public Policies: from children’s Education to School Inclusion
title_fullStr Educational Public Policies: from children’s Education to School Inclusion
title_full_unstemmed Educational Public Policies: from children’s Education to School Inclusion
title_sort Educational Public Policies: from children’s Education to School Inclusion
author Silva, Jacqueline Silva da
author_facet Silva, Jacqueline Silva da
Steffens , Carine Rozane
Pereira, Rosiane Sousa
author_role author
author2 Steffens , Carine Rozane
Pereira, Rosiane Sousa
author2_role author
author
dc.contributor.author.fl_str_mv Silva, Jacqueline Silva da
Steffens , Carine Rozane
Pereira, Rosiane Sousa
dc.subject.por.fl_str_mv Políticas Públicas Educacionais
Educação Infantil
Inclusão Escolar
Educational Public Policies
Children’s Education
School Inclusion
Políticas Públicas Educativas
Educación Infantil
Inclusión Escolar
topic Políticas Públicas Educacionais
Educação Infantil
Inclusão Escolar
Educational Public Policies
Children’s Education
School Inclusion
Políticas Públicas Educativas
Educación Infantil
Inclusión Escolar
description This study was based on the problem-based learning (PBL) methodology and aimed to answer the following question: “How do educational public policies pervade teachers’ practices?” It analyzed, problematized, and reflected on some educational public policies designed for Children’s Education and the category of Special Education. The conclusion reached is that Children’s Education should encompass all children, with no exceptions, by ensuring them teaching quality and equity through ludic situations. The specialized education services should guarantee conditions to access school and remain there to students with disabilities or limitations. However, schools have to adjust to do this and develop teaching practices that secure that the learning rights meet each child’s needs and specificities, once the National Core Curriculum does not provide a division for Special Education because it is implicit that it is already included in any stage of teaching.
publishDate 2022
dc.date.none.fl_str_mv 2022-02-11
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://seer.ufu.br/index.php/emrevista/article/view/64669
10.14393/ER-v29a2022-13
url https://seer.ufu.br/index.php/emrevista/article/view/64669
identifier_str_mv 10.14393/ER-v29a2022-13
dc.language.iso.fl_str_mv por
eng
language por
eng
dc.relation.none.fl_str_mv https://seer.ufu.br/index.php/emrevista/article/view/64669/33355
https://seer.ufu.br/index.php/emrevista/article/view/64669/33356
dc.rights.driver.fl_str_mv Copyright (c) 2022 Jacqueline Silva da Silva, Carine Rozane Steffens , Rosiane Sousa Pereira
http://creativecommons.org/licenses/by-nc-nd/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2022 Jacqueline Silva da Silva, Carine Rozane Steffens , Rosiane Sousa Pereira
http://creativecommons.org/licenses/by-nc-nd/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv Universidade Federal de Uberlândia
publisher.none.fl_str_mv Universidade Federal de Uberlândia
dc.source.none.fl_str_mv Ensino em Re-Vista; Vol. 29 (2022): Publicação Contínua; e013
Ensino em Re-Vista; Vol. 29 (2022): Publicação Contínua; e013
Ensino em Re-Vista; v. 29 (2022): Publicação Contínua; e013
1983-1730
0104-3757
reponame:Ensino em Revista
instname:Universidade Federal de Uberlândia (UFU)
instacron:UFU
instname_str Universidade Federal de Uberlândia (UFU)
instacron_str UFU
institution UFU
reponame_str Ensino em Revista
collection Ensino em Revista
repository.name.fl_str_mv Ensino em Revista - Universidade Federal de Uberlândia (UFU)
repository.mail.fl_str_mv ||ensinoemrevista@gmail.com
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