Curriculum and diversity: the challenges of the inclusion of school students with intellectual disabilities

Detalhes bibliográficos
Autor(a) principal: Oliveira, Érika Soares de
Data de Publicação: 2011
Outros Autores: Martins, Lúcia Araújo Ramos
Tipo de documento: Artigo
Idioma: por
Título da fonte: Linhas Críticas (Online)
Texto Completo: https://periodicos.unb.br/index.php/linhascriticas/article/view/3734
Resumo: This paper reports aspects of a study aimed at analyzing the curriculum of a public school, under the administration of the municipality, in the city of Natal/RN, with the purpose of verifying if the curriculum has aspects of inclusion for students with intellectual disabilities. Based on a case study, we present some reflections on the conceptions of the curriculum, from the perspective of school inclusion. For this end, we emphasize the understanding of teachers, coordinators and the principal about the insertion of this theme in the pedagogical-policy project and the conception of the curriculum, as well as the curriculum guidelines, as expressed in the pedagogical-policy project. We found that the official curriculum guidelines express a broad vision of the curriculum, but are unknown to the professionals of the educational institution.
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spelling Curriculum and diversity: the challenges of the inclusion of school students with intellectual disabilitiesCurrículo y diversidad: los desafíos de la inclusión escolar de los alumnos con discapacidad intelectualCurrículo e diversidade: os desafios da inclusão escolar de alunos com deficiência intelectualCurrículoInclusão escolarDeficiência intelectualCurrículoInclusión en la escuelaDiscapacidad intelectualCurriculumSchool inclusionIntellectual disabilitiesThis paper reports aspects of a study aimed at analyzing the curriculum of a public school, under the administration of the municipality, in the city of Natal/RN, with the purpose of verifying if the curriculum has aspects of inclusion for students with intellectual disabilities. Based on a case study, we present some reflections on the conceptions of the curriculum, from the perspective of school inclusion. For this end, we emphasize the understanding of teachers, coordinators and the principal about the insertion of this theme in the pedagogical-policy project and the conception of the curriculum, as well as the curriculum guidelines, as expressed in the pedagogical-policy project. We found that the official curriculum guidelines express a broad vision of the curriculum, but are unknown to the professionals of the educational institution.Este trabajo reporta a los aspectos de un estudio que tuvo como objetivo analizar el plan de estudios de una escuela municipal, ubicada en Natal/RN, con miras a la inclusión de alumnos con discapacidad intelectual. Basado en un estudio de caso, se presentan algunas reflexiones sobre las concepciones del plan de estudios desde la perspectiva de la inclusión escolar. Por lo tanto, hacemos destaque en la comprensión de los profesores, coordinadores y administradores, en la inclusión de esta cuestión en el proyecto político-pedagógico, el diseño del plan de estudios y lineamientos curriculares expresados en el proyecto político pedagógico. Tomamos nota de que los lineamientos curriculares expresan una visión amplia del currículo y son ignorados por la institución de educación profesional.Este trabalho registra aspectos de uma pesquisa que objetivou analisar o currículo de uma escola municipal, situada na cidade de Natal/RN, com vistas à inclusão de alunos com deficiência intelectual. Com base num estudo de caso, apresentamos algumas reflexões acerca das concepções de currículo escolar, sob a ótica da inclusão escolar. Assim, destacamos a compreensão das professoras, coordenadoras e gestora sobre a inserção dessa temática no projeto político-pedagógico, a concepção de currículo, bem como as diretrizes curriculares expressas no projeto político pedagógico. Constatamos que as diretrizes curriculares expressam uma visão ampla de currículo e são desconhecidas pelos profissionais da instituição de ensino.Faculdade de Educação - Universidade de Brasília2011-12-13info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.unb.br/index.php/linhascriticas/article/view/373410.26512/lc.v17i33.3734Linhas Críticas; Vol. 17 No. 33 (2011): Educação Especial Inclusiva; 309-325Linhas Críticas; Vol. 17 Núm. 33 (2011): Educação Especial Inclusiva; 309-325Linhas Crí­ticas; v. 17 n. 33 (2011): Educação Especial Inclusiva; 309-3251981-04311516-489610.26512/lc.v17i33reponame:Linhas Críticas (Online)instname:Universidade de Brasília (UnB)instacron:UnBporhttps://periodicos.unb.br/index.php/linhascriticas/article/view/3734/3411Copyright (c) 2016 Linhas Críticashttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessOliveira, Érika Soares deMartins, Lúcia Araújo Ramos2022-08-10T10:48:12Zoai:ojs.pkp.sfu.ca:article/3734Revistahttps://periodicos.unb.br/index.php/linhascriticas/PUBhttps://periodicos.unb.br/index.php/linhascriticas/oairvlinhas@unb.br1981-04311516-4896opendoar:2022-08-10T10:48:12Linhas Críticas (Online) - Universidade de Brasília (UnB)false
dc.title.none.fl_str_mv Curriculum and diversity: the challenges of the inclusion of school students with intellectual disabilities
Currículo y diversidad: los desafíos de la inclusión escolar de los alumnos con discapacidad intelectual
Currículo e diversidade: os desafios da inclusão escolar de alunos com deficiência intelectual
title Curriculum and diversity: the challenges of the inclusion of school students with intellectual disabilities
spellingShingle Curriculum and diversity: the challenges of the inclusion of school students with intellectual disabilities
Oliveira, Érika Soares de
Currículo
Inclusão escolar
Deficiência intelectual
Currículo
Inclusión en la escuela
Discapacidad intelectual
Curriculum
School inclusion
Intellectual disabilities
title_short Curriculum and diversity: the challenges of the inclusion of school students with intellectual disabilities
title_full Curriculum and diversity: the challenges of the inclusion of school students with intellectual disabilities
title_fullStr Curriculum and diversity: the challenges of the inclusion of school students with intellectual disabilities
title_full_unstemmed Curriculum and diversity: the challenges of the inclusion of school students with intellectual disabilities
title_sort Curriculum and diversity: the challenges of the inclusion of school students with intellectual disabilities
author Oliveira, Érika Soares de
author_facet Oliveira, Érika Soares de
Martins, Lúcia Araújo Ramos
author_role author
author2 Martins, Lúcia Araújo Ramos
author2_role author
dc.contributor.author.fl_str_mv Oliveira, Érika Soares de
Martins, Lúcia Araújo Ramos
dc.subject.por.fl_str_mv Currículo
Inclusão escolar
Deficiência intelectual
Currículo
Inclusión en la escuela
Discapacidad intelectual
Curriculum
School inclusion
Intellectual disabilities
topic Currículo
Inclusão escolar
Deficiência intelectual
Currículo
Inclusión en la escuela
Discapacidad intelectual
Curriculum
School inclusion
Intellectual disabilities
description This paper reports aspects of a study aimed at analyzing the curriculum of a public school, under the administration of the municipality, in the city of Natal/RN, with the purpose of verifying if the curriculum has aspects of inclusion for students with intellectual disabilities. Based on a case study, we present some reflections on the conceptions of the curriculum, from the perspective of school inclusion. For this end, we emphasize the understanding of teachers, coordinators and the principal about the insertion of this theme in the pedagogical-policy project and the conception of the curriculum, as well as the curriculum guidelines, as expressed in the pedagogical-policy project. We found that the official curriculum guidelines express a broad vision of the curriculum, but are unknown to the professionals of the educational institution.
publishDate 2011
dc.date.none.fl_str_mv 2011-12-13
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.unb.br/index.php/linhascriticas/article/view/3734
10.26512/lc.v17i33.3734
url https://periodicos.unb.br/index.php/linhascriticas/article/view/3734
identifier_str_mv 10.26512/lc.v17i33.3734
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.unb.br/index.php/linhascriticas/article/view/3734/3411
dc.rights.driver.fl_str_mv Copyright (c) 2016 Linhas Críticas
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2016 Linhas Críticas
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 Faculdade de Educação - Universidade de Brasília
publisher.none.fl_str_mv Faculdade de Educação - Universidade de Brasília
dc.source.none.fl_str_mv Linhas Críticas; Vol. 17 No. 33 (2011): Educação Especial Inclusiva; 309-325
Linhas Críticas; Vol. 17 Núm. 33 (2011): Educação Especial Inclusiva; 309-325
Linhas Crí­ticas; v. 17 n. 33 (2011): Educação Especial Inclusiva; 309-325
1981-0431
1516-4896
10.26512/lc.v17i33
reponame:Linhas Críticas (Online)
instname:Universidade de Brasília (UnB)
instacron:UnB
instname_str Universidade de Brasília (UnB)
instacron_str UnB
institution UnB
reponame_str Linhas Críticas (Online)
collection Linhas Críticas (Online)
repository.name.fl_str_mv Linhas Críticas (Online) - Universidade de Brasília (UnB)
repository.mail.fl_str_mv rvlinhas@unb.br
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