Public policies of special education and protagonism: a phenomenological-critical reading in the two resolutions of the specialized educational assistance
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Data de Publicação: | 2018 |
Outros Autores: | , , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista Diálogos e Perspectivas em Educação Especial (Online) |
Texto Completo: | https://revistas.marilia.unesp.br/index.php/dialogoseperspectivas/article/view/7533 |
Resumo: | This article intends to achieve out a phenomenological and critical reading on Resolution 2 of September 11, 2001 and on Resolution 4 of October 2, 2009, both instituted by the National Education Council, linked to the Ministry of Education of Brazil. The reading about only two documents that guide the pedagogic practice of Special Education is given by the cut and limits of this work. In our understanding, however progressive and current these resolutions seem to be, they do not make clear the possibilities for generating autonomy so that the subject of special education can manifest itself in the same policies by which it is addressed. According to these documents, the subject-student of the Specialized Educational Assistance remains as a mere object of this process, subject by a decision-making power from others. The basis of phenomenological reading will be in the light of the Phenomenology of Perception of the philosopher Maurice Merleau-Ponty (1908-1961). |
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Revista Diálogos e Perspectivas em Educação Especial (Online) |
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Public policies of special education and protagonism: a phenomenological-critical reading in the two resolutions of the specialized educational assistancePolíticas públicas da educação especial e protagonismo: uma leitura fenomenológica-crítica sobre duas diretrizes do atendimento educacional especializado (AEE)FenomenologiaEducação EspecialSujeitoEmpoderamentoPhenomenologySpecial EducationSubjectEmpowermentThis article intends to achieve out a phenomenological and critical reading on Resolution 2 of September 11, 2001 and on Resolution 4 of October 2, 2009, both instituted by the National Education Council, linked to the Ministry of Education of Brazil. The reading about only two documents that guide the pedagogic practice of Special Education is given by the cut and limits of this work. In our understanding, however progressive and current these resolutions seem to be, they do not make clear the possibilities for generating autonomy so that the subject of special education can manifest itself in the same policies by which it is addressed. According to these documents, the subject-student of the Specialized Educational Assistance remains as a mere object of this process, subject by a decision-making power from others. The basis of phenomenological reading will be in the light of the Phenomenology of Perception of the philosopher Maurice Merleau-Ponty (1908-1961).Este artigo pretende realizar uma leitura fenomenológica e crítica sobre a Resolução nº 2 de 11 de setembro de 2001 e sobre a Resolução nº 4 de 2 de outubro de 2009, ambas instituídas pelo Conselho Nacional de Educação, ligado ao Ministério da Educação. A leitura sobre apenas dois documentos que orientam a prática pedagógica da Educação Especial se dá pelo recorte e limites deste trabalho. Na nossa compreensão, por mais progressivas e atuais que sejam estas resoluções, ao que parece, estas não deixam claras as possibilidades de geração de autonomia para que o sujeito da educação especial possa manifestar-se sobre essas mesmas políticas pelo qual é atendido. Ao que indica esses documentos, o sujeito-aluno do Atendimento Educacional Especializado – AEE – permanece como mero objeto desse processo, assujeitado por um poder decisório alheio. A base de leitura fenomenológica se dará à luz da Fenomenologia da Percepção do pensador francês Maurice Merleau-Ponty (1908-1961).Faculdade de Filosofia e Ciências2018-12-21info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistas.marilia.unesp.br/index.php/dialogoseperspectivas/article/view/753310.36311/2358-8845.2018.v5n2.18.p241Revista Diálogos e Perspectivas em Educação Especial; v. 5 n. 2 (2018); 241-252Revista Diálogos e Perspectivas em Educação Especial; Vol. 5 No. 2 (2018); 241-252Revista Diálogos e Perspectivas em Educação Especial; Vol. 5 Núm. 2 (2018); 241-2522764-64402358-8845reponame:Revista Diálogos e Perspectivas em Educação Especial (Online)instname:Universidade Estadual Paulista "Júlio de Mesquita Filho" (UNESP)instacron:UNESPporhttps://revistas.marilia.unesp.br/index.php/dialogoseperspectivas/article/view/7533/5677Copyright (c) 2018 REVISTA DIÁLOGOS E PERSPECTIVAS EM EDUCAÇÃO ESPECIALinfo:eu-repo/semantics/openAccessFERREIRA, Herberth GomesPINEL, HiranMOURA, Menderson RezendePEREIRA, Priscilla Alves2020-03-24T13:31:11Zoai:ojs.www2.marilia.unesp.br:article/7533Revistahttps://revistas.marilia.unesp.br/index.php/dialogoseperspectivasPUBhttps://revistas.marilia.unesp.br/index.php/dialogoseperspectivas/oaidialogoseperspectivas.marilia@unesp.br2764-64402358-8845opendoar:2020-03-24T13:31:11Revista Diálogos e Perspectivas em Educação Especial (Online) - Universidade Estadual Paulista "Júlio de Mesquita Filho" (UNESP)false |
dc.title.none.fl_str_mv |
Public policies of special education and protagonism: a phenomenological-critical reading in the two resolutions of the specialized educational assistance Políticas públicas da educação especial e protagonismo: uma leitura fenomenológica-crítica sobre duas diretrizes do atendimento educacional especializado (AEE) |
title |
Public policies of special education and protagonism: a phenomenological-critical reading in the two resolutions of the specialized educational assistance |
spellingShingle |
Public policies of special education and protagonism: a phenomenological-critical reading in the two resolutions of the specialized educational assistance FERREIRA, Herberth Gomes Fenomenologia Educação Especial Sujeito Empoderamento Phenomenology Special Education Subject Empowerment |
title_short |
Public policies of special education and protagonism: a phenomenological-critical reading in the two resolutions of the specialized educational assistance |
title_full |
Public policies of special education and protagonism: a phenomenological-critical reading in the two resolutions of the specialized educational assistance |
title_fullStr |
Public policies of special education and protagonism: a phenomenological-critical reading in the two resolutions of the specialized educational assistance |
title_full_unstemmed |
Public policies of special education and protagonism: a phenomenological-critical reading in the two resolutions of the specialized educational assistance |
title_sort |
Public policies of special education and protagonism: a phenomenological-critical reading in the two resolutions of the specialized educational assistance |
author |
FERREIRA, Herberth Gomes |
author_facet |
FERREIRA, Herberth Gomes PINEL, Hiran MOURA, Menderson Rezende PEREIRA, Priscilla Alves |
author_role |
author |
author2 |
PINEL, Hiran MOURA, Menderson Rezende PEREIRA, Priscilla Alves |
author2_role |
author author author |
dc.contributor.author.fl_str_mv |
FERREIRA, Herberth Gomes PINEL, Hiran MOURA, Menderson Rezende PEREIRA, Priscilla Alves |
dc.subject.por.fl_str_mv |
Fenomenologia Educação Especial Sujeito Empoderamento Phenomenology Special Education Subject Empowerment |
topic |
Fenomenologia Educação Especial Sujeito Empoderamento Phenomenology Special Education Subject Empowerment |
description |
This article intends to achieve out a phenomenological and critical reading on Resolution 2 of September 11, 2001 and on Resolution 4 of October 2, 2009, both instituted by the National Education Council, linked to the Ministry of Education of Brazil. The reading about only two documents that guide the pedagogic practice of Special Education is given by the cut and limits of this work. In our understanding, however progressive and current these resolutions seem to be, they do not make clear the possibilities for generating autonomy so that the subject of special education can manifest itself in the same policies by which it is addressed. According to these documents, the subject-student of the Specialized Educational Assistance remains as a mere object of this process, subject by a decision-making power from others. The basis of phenomenological reading will be in the light of the Phenomenology of Perception of the philosopher Maurice Merleau-Ponty (1908-1961). |
publishDate |
2018 |
dc.date.none.fl_str_mv |
2018-12-21 |
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://revistas.marilia.unesp.br/index.php/dialogoseperspectivas/article/view/7533 10.36311/2358-8845.2018.v5n2.18.p241 |
url |
https://revistas.marilia.unesp.br/index.php/dialogoseperspectivas/article/view/7533 |
identifier_str_mv |
10.36311/2358-8845.2018.v5n2.18.p241 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://revistas.marilia.unesp.br/index.php/dialogoseperspectivas/article/view/7533/5677 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2018 REVISTA DIÁLOGOS E PERSPECTIVAS EM EDUCAÇÃO ESPECIAL info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2018 REVISTA DIÁLOGOS E PERSPECTIVAS EM EDUCAÇÃO ESPECIAL |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Faculdade de Filosofia e Ciências |
publisher.none.fl_str_mv |
Faculdade de Filosofia e Ciências |
dc.source.none.fl_str_mv |
Revista Diálogos e Perspectivas em Educação Especial; v. 5 n. 2 (2018); 241-252 Revista Diálogos e Perspectivas em Educação Especial; Vol. 5 No. 2 (2018); 241-252 Revista Diálogos e Perspectivas em Educação Especial; Vol. 5 Núm. 2 (2018); 241-252 2764-6440 2358-8845 reponame:Revista Diálogos e Perspectivas em Educação Especial (Online) instname:Universidade Estadual Paulista "Júlio de Mesquita Filho" (UNESP) instacron:UNESP |
instname_str |
Universidade Estadual Paulista "Júlio de Mesquita Filho" (UNESP) |
instacron_str |
UNESP |
institution |
UNESP |
reponame_str |
Revista Diálogos e Perspectivas em Educação Especial (Online) |
collection |
Revista Diálogos e Perspectivas em Educação Especial (Online) |
repository.name.fl_str_mv |
Revista Diálogos e Perspectivas em Educação Especial (Online) - Universidade Estadual Paulista "Júlio de Mesquita Filho" (UNESP) |
repository.mail.fl_str_mv |
dialogoseperspectivas.marilia@unesp.br |
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1797041697102757888 |