Special education in higher education: contributions and perspectives
Autor(a) principal: | |
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Data de Publicação: | 2016 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista Ibero-Americana de Estudos em Educação (Online) |
Texto Completo: | https://periodicos.fclar.unesp.br/iberoamericana/article/view/8570 |
Resumo: | With the advent of special education in Brazil boosted by the Salamanca Declaration (1994), some theoretical positions presented themselves, such as the full inclusion of persons with disabilities in ordinary schools and the inclusion from the look from the perspective of the development of higher psychological functions (VYGOTSKY, 1997). In addition, there are other theoretical positions and intermediate educational practices aimed at organic conditions of students with disabilities and to the possibilities of integration of those more committed in relation to disability in specialized education centers. From these considerations is that aims to understand the contributions of the authors of 12 articles of the Brazilian Journal of Special Education (RBEE) on special education in higher education, as well as the prospects for the students of special education target audience (PAEE) that enters the higher education. The qualitative approach, from the perspective of Cultural-historical. Psychology, has guided the analysis of these RBEE productions, in the period from 2010 to 2014. As a result it was found that the students who reach the PAEE higher education face difficulties through veiled prejudice, physical accessibility, inadequate curriculum, among others. It can be concluded that the inclusion of students PAEE lacks attention, since Kindergarten, with educational work guided in developing their higher psychological functions, so you can overcome the barriers located at all levels of schooling, so as to contribute to not only reach to higher education, but also (and especially) that come out with knowledge. |
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Special education in higher education: contributions and perspectivesEducação especial no ensino superior: contribuições e perspectivasSpecial educationHigher educationIntellectual productionCultural-Historical PsychologyEducação especialEnsino superiorProdução intelectualPsicologia Histórico-CulturalWith the advent of special education in Brazil boosted by the Salamanca Declaration (1994), some theoretical positions presented themselves, such as the full inclusion of persons with disabilities in ordinary schools and the inclusion from the look from the perspective of the development of higher psychological functions (VYGOTSKY, 1997). In addition, there are other theoretical positions and intermediate educational practices aimed at organic conditions of students with disabilities and to the possibilities of integration of those more committed in relation to disability in specialized education centers. From these considerations is that aims to understand the contributions of the authors of 12 articles of the Brazilian Journal of Special Education (RBEE) on special education in higher education, as well as the prospects for the students of special education target audience (PAEE) that enters the higher education. The qualitative approach, from the perspective of Cultural-historical. Psychology, has guided the analysis of these RBEE productions, in the period from 2010 to 2014. As a result it was found that the students who reach the PAEE higher education face difficulties through veiled prejudice, physical accessibility, inadequate curriculum, among others. It can be concluded that the inclusion of students PAEE lacks attention, since Kindergarten, with educational work guided in developing their higher psychological functions, so you can overcome the barriers located at all levels of schooling, so as to contribute to not only reach to higher education, but also (and especially) that come out with knowledge.Com o advento da Educação Especial no Brasil impulsionado pela Declaração de Salamanca (1994), algumas posições teóricas se apresentaram, a exemplo da inclusão total das pessoas com deficiência nas escolas comuns e da inclusão a partir do olhar da perspectiva do desenvolvimento das funções psíquicas superiores (VIGOTSKI, 1997). Para além, há outras posições teóricas e práticas educativas intermediárias voltadas às condições orgânicas dos alunos com deficiência e às possibilidades de inserção daqueles mais comprometidos em relação à deficiência, em centros de educação especializados. A partir dessas considerações é que se objetiva compreender as contribuições dos autores de 12 artigos da Revista Brasileira de Educação Especial (RBEE) sobre Educação Especial no Ensino Superior, assim como as perspectivas para o discente Público-Alvo da Educação Especial (PAEE) que ingressa no Ensino Superior. A abordagem qualitativa, sob a perspectiva da Psicologia Histórico-Cultural, norteou a análise dessas produções da RBEE, no período de 2010 a 2014. Como resultado verificou-se que os discentes PAEE que chegam ao Ensino Superior enfrentam dificuldades suscitadas por meio de preconceito velado, acessibilidade física, inadequação curricular, entre outras. Pode concluir-se que a inclusão de alunos PAEE carece de atenção, desde a Educação Infantil, com a realização de trabalhos educacionais pautados no desenvolvimento de suas funções psíquicas superiores, para que consigam transpor as barreiras localizadas em todos os níveis de escolarização, de modo a contribuir para que não só cheguem ao Ensino Superior, mas também (e sobretudo) que saiam com conhecimento.Faculdade de Ciências e Letras/Unesp2016-05-04info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.fclar.unesp.br/iberoamericana/article/view/857010.21723/RIAEE.v11.esp.1.p503Revista Iberoamericana de Estudios en Educación; v.11, n. esp. 1 (2016) Dossiê: X Encontro Ibero-Americano de Educação; 503-515Revista Ibero-Americana de Estudos em Educação; v.11, n. esp. 1 (2016) Dossiê: X Encontro Ibero-Americano de Educação; 503-5151982-55872446-860610.21723/riaee.v11.esp.1reponame:Revista Ibero-Americana de Estudos em Educação (Online)instname:Universidade Estadual Paulista (UNESP)instacron:UNESPporhttps://periodicos.fclar.unesp.br/iberoamericana/article/view/8570/5751Copyright (c) 2016 Revista Ibero-Americana de Estudos em Educaçãoinfo:eu-repo/semantics/openAccessAraujo, Doracina Aparecida de CastroAraujo, Carla Cristina CastroAraujo, Elson Luiz de2020-12-30T22:22:27Zoai:ojs.pkp.sfu.ca:article/8570Revistahttp://seer.fclar.unesp.br/iberoamericanaPUBhttps://periodicos.fclar.unesp.br/iberoamericana/oaibizelli@fclar.unesp.br|| joseandersonsantoscruz@gmail.com1982-55871982-5587opendoar:2020-12-30T22:22:27Revista Ibero-Americana de Estudos em Educação (Online) - Universidade Estadual Paulista (UNESP)false |
dc.title.none.fl_str_mv |
Special education in higher education: contributions and perspectives Educação especial no ensino superior: contribuições e perspectivas |
title |
Special education in higher education: contributions and perspectives |
spellingShingle |
Special education in higher education: contributions and perspectives Araujo, Doracina Aparecida de Castro Special education Higher education Intellectual production Cultural-Historical Psychology Educação especial Ensino superior Produção intelectual Psicologia Histórico-Cultural |
title_short |
Special education in higher education: contributions and perspectives |
title_full |
Special education in higher education: contributions and perspectives |
title_fullStr |
Special education in higher education: contributions and perspectives |
title_full_unstemmed |
Special education in higher education: contributions and perspectives |
title_sort |
Special education in higher education: contributions and perspectives |
author |
Araujo, Doracina Aparecida de Castro |
author_facet |
Araujo, Doracina Aparecida de Castro Araujo, Carla Cristina Castro Araujo, Elson Luiz de |
author_role |
author |
author2 |
Araujo, Carla Cristina Castro Araujo, Elson Luiz de |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Araujo, Doracina Aparecida de Castro Araujo, Carla Cristina Castro Araujo, Elson Luiz de |
dc.subject.por.fl_str_mv |
Special education Higher education Intellectual production Cultural-Historical Psychology Educação especial Ensino superior Produção intelectual Psicologia Histórico-Cultural |
topic |
Special education Higher education Intellectual production Cultural-Historical Psychology Educação especial Ensino superior Produção intelectual Psicologia Histórico-Cultural |
description |
With the advent of special education in Brazil boosted by the Salamanca Declaration (1994), some theoretical positions presented themselves, such as the full inclusion of persons with disabilities in ordinary schools and the inclusion from the look from the perspective of the development of higher psychological functions (VYGOTSKY, 1997). In addition, there are other theoretical positions and intermediate educational practices aimed at organic conditions of students with disabilities and to the possibilities of integration of those more committed in relation to disability in specialized education centers. From these considerations is that aims to understand the contributions of the authors of 12 articles of the Brazilian Journal of Special Education (RBEE) on special education in higher education, as well as the prospects for the students of special education target audience (PAEE) that enters the higher education. The qualitative approach, from the perspective of Cultural-historical. Psychology, has guided the analysis of these RBEE productions, in the period from 2010 to 2014. As a result it was found that the students who reach the PAEE higher education face difficulties through veiled prejudice, physical accessibility, inadequate curriculum, among others. It can be concluded that the inclusion of students PAEE lacks attention, since Kindergarten, with educational work guided in developing their higher psychological functions, so you can overcome the barriers located at all levels of schooling, so as to contribute to not only reach to higher education, but also (and especially) that come out with knowledge. |
publishDate |
2016 |
dc.date.none.fl_str_mv |
2016-05-04 |
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.fclar.unesp.br/iberoamericana/article/view/8570 10.21723/RIAEE.v11.esp.1.p503 |
url |
https://periodicos.fclar.unesp.br/iberoamericana/article/view/8570 |
identifier_str_mv |
10.21723/RIAEE.v11.esp.1.p503 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://periodicos.fclar.unesp.br/iberoamericana/article/view/8570/5751 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2016 Revista Ibero-Americana de Estudos em Educação info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2016 Revista Ibero-Americana de Estudos em Educação |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Faculdade de Ciências e Letras/Unesp |
publisher.none.fl_str_mv |
Faculdade de Ciências e Letras/Unesp |
dc.source.none.fl_str_mv |
Revista Iberoamericana de Estudios en Educación; v.11, n. esp. 1 (2016) Dossiê: X Encontro Ibero-Americano de Educação; 503-515 Revista Ibero-Americana de Estudos em Educação; v.11, n. esp. 1 (2016) Dossiê: X Encontro Ibero-Americano de Educação; 503-515 1982-5587 2446-8606 10.21723/riaee.v11.esp.1 reponame:Revista Ibero-Americana de Estudos em Educação (Online) instname:Universidade Estadual Paulista (UNESP) instacron:UNESP |
instname_str |
Universidade Estadual Paulista (UNESP) |
instacron_str |
UNESP |
institution |
UNESP |
reponame_str |
Revista Ibero-Americana de Estudos em Educação (Online) |
collection |
Revista Ibero-Americana de Estudos em Educação (Online) |
repository.name.fl_str_mv |
Revista Ibero-Americana de Estudos em Educação (Online) - Universidade Estadual Paulista (UNESP) |
repository.mail.fl_str_mv |
bizelli@fclar.unesp.br|| joseandersonsantoscruz@gmail.com |
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1800215854880653312 |