Inclusão na perspectiva da educação básica pública: desafios e possibilidades

Detalhes bibliográficos
Autor(a) principal: Nepomoceno, Taiane Aparecida Ribeiro
Data de Publicação: 2021
Outros Autores: Carniatto, Irene
Tipo de documento: Artigo
Idioma: por
Título da fonte: Diversitas Journal
Texto Completo: https://diversitasjournal.com.br/diversitas_journal/article/view/1881
Resumo: ABSTRACT: Education on perspective of inclusion, it still represents a complex challenge, especially due to the problems faced in the public system. The main objective of this study was to discuss the process of school inclusion and its relationship with the challenges of teaching practice from the perspective of public basic education in Brazil. This is a review of narrative literature, which adopts the technique of bibliographic and documentary research. It was found that school inclusion seeks education for all in the same context, this does not represent the normalization of difference, but the understanding of it as diversity. In this context, factors such as: overcrowding in classrooms; insufficient teaching materials, architectural and pedagogical accessibility; teacher unpreparedness and non-execution of public policies are still challenges in basic public education, determinants of non-compliance with the principles of inclusive education. Therefore, it becomes a way to overcome these impasses by revising the curricula and political pedagogical projects, greater financial investments to meet the demands, restructuring public policies in line with the reality of the regions, training teachers, creating tools to improve the teaching work and, above all, the change in attitudes in the recognition and appreciation of the human being. It involves society as a whole and needs specific conditions to be put into practice, among many: the valorization of education as a practice of freedom, the recognition of difference as potential and the collective effort in adapting development opportunities. KEYWORDS: School, Public policies, Teaching practice.
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spelling Inclusão na perspectiva da educação básica pública: desafios e possibilidadesABSTRACT: Education on perspective of inclusion, it still represents a complex challenge, especially due to the problems faced in the public system. The main objective of this study was to discuss the process of school inclusion and its relationship with the challenges of teaching practice from the perspective of public basic education in Brazil. This is a review of narrative literature, which adopts the technique of bibliographic and documentary research. It was found that school inclusion seeks education for all in the same context, this does not represent the normalization of difference, but the understanding of it as diversity. In this context, factors such as: overcrowding in classrooms; insufficient teaching materials, architectural and pedagogical accessibility; teacher unpreparedness and non-execution of public policies are still challenges in basic public education, determinants of non-compliance with the principles of inclusive education. Therefore, it becomes a way to overcome these impasses by revising the curricula and political pedagogical projects, greater financial investments to meet the demands, restructuring public policies in line with the reality of the regions, training teachers, creating tools to improve the teaching work and, above all, the change in attitudes in the recognition and appreciation of the human being. It involves society as a whole and needs specific conditions to be put into practice, among many: the valorization of education as a practice of freedom, the recognition of difference as potential and the collective effort in adapting development opportunities. KEYWORDS: School, Public policies, Teaching practice.RESUMO: A educação na perspectiva da inclusão, ainda representa um desafio complexo, especialmente, pelos problemas enfrentados no sistema público. O principal objetivo deste estudo foi discutir o processo de inclusão escolar e sua relação com os desafios da prática docente na perspectiva da educação básica pública no Brasil. Trata-se de uma revisão de literatura narrativa, que adota a técnica de pesquisa bibliográfica e documental. Verificou-se que a inclusão escolar busca a educação para todos em um mesmo contexto, isso não representa a normalização da diferença, mas o entendimento dela como diversidade. Nesse contexto, fatores como: superlotação das salas de aula; insuficiência de materiais didáticos, acessibilidade arquitetônica e pedagógica; despreparo docente e inexecução das políticas públicas ainda são desafios na educação básica pública, determinantes do descumprimento dos princípios da Educação Inclusiva. Torna-se, portanto, caminho para a superação desses impasses a revisão dos currículos e projetos políticos pedagógicos, maiores investimentos financeiros para suprir as demandas, reestruturação das políticas públicas em consonância com a realidade das regiões, formação de professores, a criação de ferramentas para aprimorar o trabalho docente e, sobretudo a mudança de atitudes no reconhecimento e valorização do ser humano. Ela envolve a sociedade como um todo e necessita de condições específicas para ser colocada em prática, dentre tantas: a valorização da educação como prática de liberdade, o reconhecimento da diferença como potencial e o esforço coletivo na adequação de oportunidades de desenvolvimento. PALAVRAS-CHAVE: Escola, Políticas públicas, Prática docente.Universidade Estadual de Alagoas - Eduneal2021-08-09info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://diversitasjournal.com.br/diversitas_journal/article/view/188110.48017/Diversitas_Journal-v6i3-1881Diversitas Journal; v. 6 n. 3 (2021): A cultura e o turismo de mãos dadas com o desenvolvimento territorial; 3518-35342525-521510.48017/Diversitas_Journal-v6i3reponame:Diversitas Journalinstname:Universidade Estadual de Alagoas (UNEAL)instacron:UNEALporhttps://diversitasjournal.com.br/diversitas_journal/article/view/1881/1474Copyright (c) 2021 Taiane Aparecida Ribeiro Nepomoceno, Irene Carniattohttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessNepomoceno, Taiane Aparecida RibeiroCarniatto, Irene 2021-08-20T02:07:22Zoai:ojs.emnuvens.com.br:article/1881Revistahttps://diversitasjournal.com.br/diversitas_journal/indexPUBhttps://www.e-publicacoes.uerj.br/index.php/muralinternacional/oairevistadiversitasjournal@gmail.com2525-52152525-5215opendoar:2023-01-13T09:47:24.409676Diversitas Journal - Universidade Estadual de Alagoas (UNEAL)false
dc.title.none.fl_str_mv Inclusão na perspectiva da educação básica pública: desafios e possibilidades
title Inclusão na perspectiva da educação básica pública: desafios e possibilidades
spellingShingle Inclusão na perspectiva da educação básica pública: desafios e possibilidades
Nepomoceno, Taiane Aparecida Ribeiro
title_short Inclusão na perspectiva da educação básica pública: desafios e possibilidades
title_full Inclusão na perspectiva da educação básica pública: desafios e possibilidades
title_fullStr Inclusão na perspectiva da educação básica pública: desafios e possibilidades
title_full_unstemmed Inclusão na perspectiva da educação básica pública: desafios e possibilidades
title_sort Inclusão na perspectiva da educação básica pública: desafios e possibilidades
author Nepomoceno, Taiane Aparecida Ribeiro
author_facet Nepomoceno, Taiane Aparecida Ribeiro
Carniatto, Irene
author_role author
author2 Carniatto, Irene
author2_role author
dc.contributor.author.fl_str_mv Nepomoceno, Taiane Aparecida Ribeiro
Carniatto, Irene
description ABSTRACT: Education on perspective of inclusion, it still represents a complex challenge, especially due to the problems faced in the public system. The main objective of this study was to discuss the process of school inclusion and its relationship with the challenges of teaching practice from the perspective of public basic education in Brazil. This is a review of narrative literature, which adopts the technique of bibliographic and documentary research. It was found that school inclusion seeks education for all in the same context, this does not represent the normalization of difference, but the understanding of it as diversity. In this context, factors such as: overcrowding in classrooms; insufficient teaching materials, architectural and pedagogical accessibility; teacher unpreparedness and non-execution of public policies are still challenges in basic public education, determinants of non-compliance with the principles of inclusive education. Therefore, it becomes a way to overcome these impasses by revising the curricula and political pedagogical projects, greater financial investments to meet the demands, restructuring public policies in line with the reality of the regions, training teachers, creating tools to improve the teaching work and, above all, the change in attitudes in the recognition and appreciation of the human being. It involves society as a whole and needs specific conditions to be put into practice, among many: the valorization of education as a practice of freedom, the recognition of difference as potential and the collective effort in adapting development opportunities. KEYWORDS: School, Public policies, Teaching practice.
publishDate 2021
dc.date.none.fl_str_mv 2021-08-09
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
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dc.identifier.uri.fl_str_mv https://diversitasjournal.com.br/diversitas_journal/article/view/1881
10.48017/Diversitas_Journal-v6i3-1881
url https://diversitasjournal.com.br/diversitas_journal/article/view/1881
identifier_str_mv 10.48017/Diversitas_Journal-v6i3-1881
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://diversitasjournal.com.br/diversitas_journal/article/view/1881/1474
dc.rights.driver.fl_str_mv Copyright (c) 2021 Taiane Aparecida Ribeiro Nepomoceno, Irene Carniatto
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2021 Taiane Aparecida Ribeiro Nepomoceno, Irene Carniatto
https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
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dc.publisher.none.fl_str_mv Universidade Estadual de Alagoas - Eduneal
publisher.none.fl_str_mv Universidade Estadual de Alagoas - Eduneal
dc.source.none.fl_str_mv Diversitas Journal; v. 6 n. 3 (2021): A cultura e o turismo de mãos dadas com o desenvolvimento territorial; 3518-3534
2525-5215
10.48017/Diversitas_Journal-v6i3
reponame:Diversitas Journal
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