Political-normative approach to special education in MERCOSUR member countries

Detalhes bibliográficos
Autor(a) principal: Icasatti, Albert Vinicius
Data de Publicação: 2020
Outros Autores: Nozu, Washington Cesar Shoiti
Tipo de documento: Artigo
Idioma: por
spa
Título da fonte: Revista Ibero-Americana de Estudos em Educação (Online)
Texto Completo: https://periodicos.fclar.unesp.br/iberoamericana/article/view/12753
Resumo: This text aims to analyze the discourse of inclusive education materialized in the educational documentation of the Common Market of the South (MERCOSUR), and particularly the political-normative approach on Special Education in the member countries of the bloc, in order to highlight the subjects considered with specific educational needs and the space-times defined for their schooling and for the provision of specialized services. It is an investigation that made use of documentary written sources, namely: Action Plans of the Educational Sector of MERCOSUR (2001-2005, 2006-2010, 2011-2015, 2016-2020); Constitutions, general educational laws and political texts specifically addressed to the Special Education of MERCOSUR member countries (Argentina, Brazil, Paraguay, Uruguay and Venezuela). The results were divided into two sections: a) Inclusive Education in MERCOSUR; b) Special Education Settings in MERCOSUR Member Countries. It is concluded that the countries that are part of the bloc adopt the perspective of inclusive education, as the Education Sector Action Plans suggest. Regarding the Special Education approach in the internal documentation of the countries, it is evident the tendency of schooling of students understood by this modality of education in the common classes of the regular schools. However, there are differences among countries regarding the definition of students attended by Special Education. It is also noted in the internal documentation of the countries, a heterogeneidHowever, textual production at this point is marked by gaps, given that it has not pointed out these aspects or has done so in a general, superficial and / or indeterminable way.
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spelling Political-normative approach to special education in MERCOSUR member countriesAbordaje político-normativo de la educación especial en los países miembros del MERCOSURAbordagem político-normativa da educação especial nos países membros do MERCOSULRight to educationInclusive educationSpecial educationDiversity.Derecho a la educaciónEducación inclusivaEducación especialDiversidad.Direito à educaçãoEducação inclusivaEducação especialDiversidade.This text aims to analyze the discourse of inclusive education materialized in the educational documentation of the Common Market of the South (MERCOSUR), and particularly the political-normative approach on Special Education in the member countries of the bloc, in order to highlight the subjects considered with specific educational needs and the space-times defined for their schooling and for the provision of specialized services. It is an investigation that made use of documentary written sources, namely: Action Plans of the Educational Sector of MERCOSUR (2001-2005, 2006-2010, 2011-2015, 2016-2020); Constitutions, general educational laws and political texts specifically addressed to the Special Education of MERCOSUR member countries (Argentina, Brazil, Paraguay, Uruguay and Venezuela). The results were divided into two sections: a) Inclusive Education in MERCOSUR; b) Special Education Settings in MERCOSUR Member Countries. It is concluded that the countries that are part of the bloc adopt the perspective of inclusive education, as the Education Sector Action Plans suggest. Regarding the Special Education approach in the internal documentation of the countries, it is evident the tendency of schooling of students understood by this modality of education in the common classes of the regular schools. However, there are differences among countries regarding the definition of students attended by Special Education. It is also noted in the internal documentation of the countries, a heterogeneidHowever, textual production at this point is marked by gaps, given that it has not pointed out these aspects or has done so in a general, superficial and / or indeterminable way.Este texto pretende analizar el discurso de la educación inclusiva materializada en la documentación educativa del Mercado Común del Sur (MERCOSUR) y, particularmente, el enfoque político-normativo sobre Educación Especial en los países miembros del bloque, com el fin de destacar los sujetos considerados con necesidades educativas específicas y los espacios-tiempos definidos para su escolarización y prestación de servicios especializados. Se trata de una investigación que hizo uso de las seguientes fuentes: Planes de Acción del Sector Educativo del MERCOSUR (2001-2005; 2006-2010; 2011-2015; 2016-2020); Constituciones, leyes educativas generales y textos políticos dirigidos específicamente a la Educación Especial de los países miembros del MERCOSUR (Argentina, Brasil, Paraguay, Uruguay y Venezuela). Los resultados fueron dispuestos en dos secciones: a) Educación Inclusiva en el MERCOSUR; b) Configuraciones de la Educación Especial en los Países Miembros del MERCOSUR. Se concluye que los países que integran el bloque adoptan la perspectiva de la educación inclusiva, tal como sugieren fluidamente los Planes de Acción del Sector Educacional. En cuanto al abordaje de la Educación Especial en la documentación interna de los países, se evidencia la tendencia de escolarización de alumnos comprendidos por esta modalidad de enseñanza en las clases comunes de las escuelas regulares. Sin embargo, se observan diferencias entre los países acerca de la definición de los alumnos atendidos por la Educación Especial. Se observa también, en la documentación interna de los países, una heterogeneidad en cuanto a los espacios y los tiempos de oferta de la Educación Especial, sin embargo la producción textual, en este punto, está marcada por lagunas, ya que o no apunta estos aspectos o lo ha hecho de forma genérica, superficial y / o indeterminable.Este texto visa analisar o discurso da educação inclusiva materializado na documentação educacional do Mercado Comum do Sul (MERCOSUL) e, particularmente, a abordagem político-normativa sobre Educação Especial nos países membros do bloco, de modo a destacar os sujeitos considerados com necessidades educacionais específicas e os espaços-tempos definidos para sua escolarização e para a prestação de serviços especializados. Trata-se de uma investigação que fez uso de fontes escritas documentais, a saber: Planos de Ação do Setor Educacional do MERCOSUL (2001-2005; 2006-2010; 2011-2015; 2016-2020); Constituições, leis educacionais gerais e textos políticos voltados especificamente à Educação Especial dos países membros do MERCOSUL (Argentina, Brasil, Paraguai, Uruguai e Venezuela). Os resultados foram dispostos em duas seções: a) Educação Inclusiva no MERCOSUL; b) Configurações da Educação Especial nos Países Membros do MERCOSUL. Conclui-se que os países que integram o bloco adotam a perspectiva da educação inclusiva, tal como sugerem fluidamente os Planos de Ação do Setor Educacional. Quanto à abordagem da Educação Especial na documentação interna dos países, evidencia-se a tendência de escolarização de alunos compreendidos por esta modalidade de ensino nas classes comuns das escolas regulares. No entanto, observam-se diferenças entre os países quanto à definição dos alunos atendidos pela Educação Especial. Nota-se também, na documentação interna dos países, uma heterogeneidade quanto aos espaços e aos tempos de oferta da Educação Especial, entretanto a produção textual, neste ponto, é marcada por lacunas, haja vista que ou não apontou esses aspectos ou o fez de forma genérica, superficial e/ou indeterminável.Faculdade de Ciências e Letras/Unesp2020-06-22info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttps://periodicos.fclar.unesp.br/iberoamericana/article/view/1275310.21723/riaee.v15i3.12753Revista Iberoamericana de Estudios en Educación; (2020) v. 15, n. 2, abr./jun.; 508-521Revista Ibero-Americana de Estudos em Educação; (2020) v. 15, n. 2, abr./jun.; 508-5211982-55872446-860610.21723/riaee.v15i2reponame:Revista Ibero-Americana de Estudos em Educação (Online)instname:Universidade Estadual Paulista (UNESP)instacron:UNESPporspahttps://periodicos.fclar.unesp.br/iberoamericana/article/view/12753/8957https://periodicos.fclar.unesp.br/iberoamericana/article/view/12753/9740Copyright (c) 2020 Revista Ibero-Americana de Estudos em Educaçãohttps://creativecommons.org/licenses/by-nc-sa/4.0info:eu-repo/semantics/openAccessIcasatti, Albert ViniciusNozu, Washington Cesar Shoiti2021-09-09T15:29:32Zoai:ojs.pkp.sfu.ca:article/12753Revistahttp://seer.fclar.unesp.br/iberoamericanaPUBhttps://periodicos.fclar.unesp.br/iberoamericana/oaibizelli@fclar.unesp.br|| joseandersonsantoscruz@gmail.com1982-55871982-5587opendoar:2021-09-09T15:29:32Revista Ibero-Americana de Estudos em Educação (Online) - Universidade Estadual Paulista (UNESP)false
dc.title.none.fl_str_mv Political-normative approach to special education in MERCOSUR member countries
Abordaje político-normativo de la educación especial en los países miembros del MERCOSUR
Abordagem político-normativa da educação especial nos países membros do MERCOSUL
title Political-normative approach to special education in MERCOSUR member countries
spellingShingle Political-normative approach to special education in MERCOSUR member countries
Icasatti, Albert Vinicius
Right to education
Inclusive education
Special education
Diversity.
Derecho a la educación
Educación inclusiva
Educación especial
Diversidad.
Direito à educação
Educação inclusiva
Educação especial
Diversidade.
title_short Political-normative approach to special education in MERCOSUR member countries
title_full Political-normative approach to special education in MERCOSUR member countries
title_fullStr Political-normative approach to special education in MERCOSUR member countries
title_full_unstemmed Political-normative approach to special education in MERCOSUR member countries
title_sort Political-normative approach to special education in MERCOSUR member countries
author Icasatti, Albert Vinicius
author_facet Icasatti, Albert Vinicius
Nozu, Washington Cesar Shoiti
author_role author
author2 Nozu, Washington Cesar Shoiti
author2_role author
dc.contributor.author.fl_str_mv Icasatti, Albert Vinicius
Nozu, Washington Cesar Shoiti
dc.subject.por.fl_str_mv Right to education
Inclusive education
Special education
Diversity.
Derecho a la educación
Educación inclusiva
Educación especial
Diversidad.
Direito à educação
Educação inclusiva
Educação especial
Diversidade.
topic Right to education
Inclusive education
Special education
Diversity.
Derecho a la educación
Educación inclusiva
Educación especial
Diversidad.
Direito à educação
Educação inclusiva
Educação especial
Diversidade.
description This text aims to analyze the discourse of inclusive education materialized in the educational documentation of the Common Market of the South (MERCOSUR), and particularly the political-normative approach on Special Education in the member countries of the bloc, in order to highlight the subjects considered with specific educational needs and the space-times defined for their schooling and for the provision of specialized services. It is an investigation that made use of documentary written sources, namely: Action Plans of the Educational Sector of MERCOSUR (2001-2005, 2006-2010, 2011-2015, 2016-2020); Constitutions, general educational laws and political texts specifically addressed to the Special Education of MERCOSUR member countries (Argentina, Brazil, Paraguay, Uruguay and Venezuela). The results were divided into two sections: a) Inclusive Education in MERCOSUR; b) Special Education Settings in MERCOSUR Member Countries. It is concluded that the countries that are part of the bloc adopt the perspective of inclusive education, as the Education Sector Action Plans suggest. Regarding the Special Education approach in the internal documentation of the countries, it is evident the tendency of schooling of students understood by this modality of education in the common classes of the regular schools. However, there are differences among countries regarding the definition of students attended by Special Education. It is also noted in the internal documentation of the countries, a heterogeneidHowever, textual production at this point is marked by gaps, given that it has not pointed out these aspects or has done so in a general, superficial and / or indeterminable way.
publishDate 2020
dc.date.none.fl_str_mv 2020-06-22
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dc.identifier.uri.fl_str_mv https://periodicos.fclar.unesp.br/iberoamericana/article/view/12753
10.21723/riaee.v15i3.12753
url https://periodicos.fclar.unesp.br/iberoamericana/article/view/12753
identifier_str_mv 10.21723/riaee.v15i3.12753
dc.language.iso.fl_str_mv por
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language por
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dc.relation.none.fl_str_mv https://periodicos.fclar.unesp.br/iberoamericana/article/view/12753/8957
https://periodicos.fclar.unesp.br/iberoamericana/article/view/12753/9740
dc.rights.driver.fl_str_mv Copyright (c) 2020 Revista Ibero-Americana de Estudos em Educação
https://creativecommons.org/licenses/by-nc-sa/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2020 Revista Ibero-Americana de Estudos em Educação
https://creativecommons.org/licenses/by-nc-sa/4.0
eu_rights_str_mv openAccess
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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; (2020) v. 15, n. 2, abr./jun.; 508-521
Revista Ibero-Americana de Estudos em Educação; (2020) v. 15, n. 2, abr./jun.; 508-521
1982-5587
2446-8606
10.21723/riaee.v15i2
reponame:Revista Ibero-Americana de Estudos em Educação (Online)
instname:Universidade Estadual Paulista (UNESP)
instacron:UNESP
instname_str Universidade Estadual Paulista (UNESP)
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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)
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