Educational practices in the context of special education in Humaitá, in the south of Amazonas

Detalhes bibliográficos
Autor(a) principal: Costa, Rosangela Carvalho da
Data de Publicação: 2022
Outros Autores: Pinto, Valmir Flores
Tipo de documento: Artigo
Idioma: por
Título da fonte: REVES - Revista Relações Sociais
Texto Completo: https://periodicos.ufv.br/reves/article/view/13795
Resumo: Assuming that special education is not yet inclusive, this essay aimed to discuss educational practices in the context of special education in the city of Humaitá-AM. Using Michel Foucault's archaeogenealogy framework, the archive was created with the academic production in the Amazonian context and the pedagogical projects of two schools, which evidenced the form of subjective production that the institution exerts in its actors and the resistance of some professionals who, even without encouragement, still try to develop a committed education. From the analysis of the data, three categories of discourse emerged, which are: teacher unpreparedness, lack of time and institutional neglect in parallel with their planning that escape the reality to which they belong. It is concluded that the implementation of an inclusive educational practice permeates tensions and confrontations and that whether to position oneself is a professional choice that involves their way of existing, their values, their ethics, and their way of looking at the other from within themselves.
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spelling Educational practices in the context of special education in Humaitá, in the south of AmazonasAs práticas educativas no contexto da educação especial em Humaitá, no sul do AmazonasSpecial educationArchaeogenealogyAcademic produtionsAcademic productionsEducational researchInclusion of peapleInclusion of people whitInclusion of people whit disabilitiesEducação EspecialArqueogenealogiaProduções AcadêmicasPesquisas EducacionaisInclusão da pessoa com deficiênciaAssuming that special education is not yet inclusive, this essay aimed to discuss educational practices in the context of special education in the city of Humaitá-AM. Using Michel Foucault's archaeogenealogy framework, the archive was created with the academic production in the Amazonian context and the pedagogical projects of two schools, which evidenced the form of subjective production that the institution exerts in its actors and the resistance of some professionals who, even without encouragement, still try to develop a committed education. From the analysis of the data, three categories of discourse emerged, which are: teacher unpreparedness, lack of time and institutional neglect in parallel with their planning that escape the reality to which they belong. It is concluded that the implementation of an inclusive educational practice permeates tensions and confrontations and that whether to position oneself is a professional choice that involves their way of existing, their values, their ethics, and their way of looking at the other from within themselves.Partindo do pressuposto de que a educação especial ainda não é inclusiva objetivou-se nesse estudo problematizar as práticas educativas no contexto da educação especial no município de Humaitá-AM. Utilizando-se do referencial da arqueogenealogia de Michel Foucault, formou-se o arquivo com a produção acadêmica no contexto amazônico e os projetos pedagógicos de duas escolas, que evidenciou a forma de produção subjetiva que a instituição exerce em seus atores e a resistência de alguns profissionais que, mesmo sem incentivo, ainda tentam desenvolver uma educação comprometida. Da análise dos dados surgiram três categorias de discursos que são: despreparo docente, falta de tempo e descaso institucional em paralelo ao seu planejamento que fogem da realidade ao qual pertencem. Conclui-se que a efetivação de uma prática educacional inclusiva perpassa tensões e enfrentamentos e que se posicionar ou não é uma escolha do profissional que envolve sua forma de existir, seus valores, sua ética e sua forma de olhar o outro a partir de si.Universidade Federal de Viçosa - UFV2022-01-25info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.ufv.br/reves/article/view/1379510.18540/revesvl5iss1pp13795-01eREVES - Revista Relações Sociais; Vol. 5 No. 1 (2022); 13795-01eREVES - Revista Relações Sociais; Vol. 5 Núm. 1 (2022); 13795-01eREVES - Revista Relações Sociais; v. 5 n. 1 (2022); 13795-01e2595-4490reponame:REVES - Revista Relações Sociaisinstname:Universidade Federal de Viçosa (UFV)instacron:UFVporhttps://periodicos.ufv.br/reves/article/view/13795/7136Copyright (c) 2022 REVES - Revista Relações Sociaishttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessCosta, Rosangela Carvalho daPinto, Valmir Flores2022-05-07T22:29:12Zoai:ojs.periodicos.ufv.br:article/13795Revistahttps://periodicos.ufv.br/reves/PUBhttps://periodicos.ufv.br/reves/oaireves.journal@ufv.br||2595-44902595-4490opendoar:2022-05-07T22:29:12REVES - Revista Relações Sociais - Universidade Federal de Viçosa (UFV)false
dc.title.none.fl_str_mv Educational practices in the context of special education in Humaitá, in the south of Amazonas
As práticas educativas no contexto da educação especial em Humaitá, no sul do Amazonas
title Educational practices in the context of special education in Humaitá, in the south of Amazonas
spellingShingle Educational practices in the context of special education in Humaitá, in the south of Amazonas
Costa, Rosangela Carvalho da
Special education
Archaeogenealogy
Academic produtions
Academic productions
Educational research
Inclusion of peaple
Inclusion of people whit
Inclusion of people whit disabilities
Educação Especial
Arqueogenealogia
Produções Acadêmicas
Pesquisas Educacionais
Inclusão da pessoa com deficiência
title_short Educational practices in the context of special education in Humaitá, in the south of Amazonas
title_full Educational practices in the context of special education in Humaitá, in the south of Amazonas
title_fullStr Educational practices in the context of special education in Humaitá, in the south of Amazonas
title_full_unstemmed Educational practices in the context of special education in Humaitá, in the south of Amazonas
title_sort Educational practices in the context of special education in Humaitá, in the south of Amazonas
author Costa, Rosangela Carvalho da
author_facet Costa, Rosangela Carvalho da
Pinto, Valmir Flores
author_role author
author2 Pinto, Valmir Flores
author2_role author
dc.contributor.author.fl_str_mv Costa, Rosangela Carvalho da
Pinto, Valmir Flores
dc.subject.por.fl_str_mv Special education
Archaeogenealogy
Academic produtions
Academic productions
Educational research
Inclusion of peaple
Inclusion of people whit
Inclusion of people whit disabilities
Educação Especial
Arqueogenealogia
Produções Acadêmicas
Pesquisas Educacionais
Inclusão da pessoa com deficiência
topic Special education
Archaeogenealogy
Academic produtions
Academic productions
Educational research
Inclusion of peaple
Inclusion of people whit
Inclusion of people whit disabilities
Educação Especial
Arqueogenealogia
Produções Acadêmicas
Pesquisas Educacionais
Inclusão da pessoa com deficiência
description Assuming that special education is not yet inclusive, this essay aimed to discuss educational practices in the context of special education in the city of Humaitá-AM. Using Michel Foucault's archaeogenealogy framework, the archive was created with the academic production in the Amazonian context and the pedagogical projects of two schools, which evidenced the form of subjective production that the institution exerts in its actors and the resistance of some professionals who, even without encouragement, still try to develop a committed education. From the analysis of the data, three categories of discourse emerged, which are: teacher unpreparedness, lack of time and institutional neglect in parallel with their planning that escape the reality to which they belong. It is concluded that the implementation of an inclusive educational practice permeates tensions and confrontations and that whether to position oneself is a professional choice that involves their way of existing, their values, their ethics, and their way of looking at the other from within themselves.
publishDate 2022
dc.date.none.fl_str_mv 2022-01-25
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://periodicos.ufv.br/reves/article/view/13795
10.18540/revesvl5iss1pp13795-01e
url https://periodicos.ufv.br/reves/article/view/13795
identifier_str_mv 10.18540/revesvl5iss1pp13795-01e
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.ufv.br/reves/article/view/13795/7136
dc.rights.driver.fl_str_mv Copyright (c) 2022 REVES - Revista Relações Sociais
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2022 REVES - Revista Relações Sociais
https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Federal de Viçosa - UFV
publisher.none.fl_str_mv Universidade Federal de Viçosa - UFV
dc.source.none.fl_str_mv REVES - Revista Relações Sociais; Vol. 5 No. 1 (2022); 13795-01e
REVES - Revista Relações Sociais; Vol. 5 Núm. 1 (2022); 13795-01e
REVES - Revista Relações Sociais; v. 5 n. 1 (2022); 13795-01e
2595-4490
reponame:REVES - Revista Relações Sociais
instname:Universidade Federal de Viçosa (UFV)
instacron:UFV
instname_str Universidade Federal de Viçosa (UFV)
instacron_str UFV
institution UFV
reponame_str REVES - Revista Relações Sociais
collection REVES - Revista Relações Sociais
repository.name.fl_str_mv REVES - Revista Relações Sociais - Universidade Federal de Viçosa (UFV)
repository.mail.fl_str_mv reves.journal@ufv.br||
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