The challenge of inclusive education in a Brazilian School: teachers’ concerns regarding inclusion
Autor(a) principal: | |
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Data de Publicação: | 2016 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Research, Society and Development |
Texto Completo: | https://rsdjournal.org/index.php/rsd/article/view/24 |
Resumo: | This intervention research analyzes the impact of implementation of the Brazilian inclusive education policy on the teachers of a public school. The intervention was based on Cultural-Historical Activity Theory, using the methodology of Change Laboratory. Such methodology is based on the idea of expansive learning, which proposes the collective creation of new solutions to deal with the contradictions faced in an activity system (in this case, the school). Inclusive education has been a challenge to this school and its teachers: most of them were dealing with it for the first time. Ten group sessions were carried out from March to December 2014 and data were collected during such sessions. Three categories emerged from the data in an attempt to explain the teachers’ concerns about inclusion: 1) inclusion as learning, 2) inclusion as fallacy and 3) manifestation of contradictions related to inclusion. Students’ effective learning was the least frequent category. Manifestation of contradictions was the main category, indicating that the proposed inclusive education must advance to improve students’ performance. Such advances could take place through facing the contradictions appointed by the subjects themselves. Under the light of the theoretical framework, it was possible to perceive that the contradictions reveal the tensions involved in the inclusion process and, at the same time, the potential for change they carry in themselves. |
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The challenge of inclusive education in a Brazilian School: teachers’ concerns regarding inclusionEl desafío de la educación en la escuela brasileña: maestros en la inclusiónO desafio da educação inclusiva em uma escola brasileira: as concepções dos professores acerca da inclusãoEducação inclusivaPesquisa de intervençãoTeoria Histórico-Cultural da Atividade.Inclusive educationInterventionist researchCultural-histórico Activity Theory.Inclusive educationInterventionist researchCultural-Historical Activity Theory.This intervention research analyzes the impact of implementation of the Brazilian inclusive education policy on the teachers of a public school. The intervention was based on Cultural-Historical Activity Theory, using the methodology of Change Laboratory. Such methodology is based on the idea of expansive learning, which proposes the collective creation of new solutions to deal with the contradictions faced in an activity system (in this case, the school). Inclusive education has been a challenge to this school and its teachers: most of them were dealing with it for the first time. Ten group sessions were carried out from March to December 2014 and data were collected during such sessions. Three categories emerged from the data in an attempt to explain the teachers’ concerns about inclusion: 1) inclusion as learning, 2) inclusion as fallacy and 3) manifestation of contradictions related to inclusion. Students’ effective learning was the least frequent category. Manifestation of contradictions was the main category, indicating that the proposed inclusive education must advance to improve students’ performance. Such advances could take place through facing the contradictions appointed by the subjects themselves. Under the light of the theoretical framework, it was possible to perceive that the contradictions reveal the tensions involved in the inclusion process and, at the same time, the potential for change they carry in themselves.En el caso de que se trate de un problema de salud pública, La actuación se basó en la cultura histórica de la ciencia, utilizando la metodología de cambio de laboratorio. En este caso, la escuela se basa en la idea del expansivo aprendizaje, que proponen la creación conjunta de nuevas soluciones para tener en cuenta las contradicciones realizadas en un sistema de actividad (en este caso, la escuela). Incluso la educación ha sido un desafío para esta escuela y sus maestros: más de los que se trata con el primer tiempo. Las sesiones de grupo de grupo se realizaron fuera de marzo a diciembre de 2014 y la fecha se produjo durante tales sesiones. Las tres categorías emergentes de la fecha en un intento para explicar los temas preocupados por la inclusión: 1) inclusión del aprendizaje, 2) inclusión de las fallas y 3) manifestación de las contradicciones relacionadas con la inclusión. Los estudiantes "eficientes de aprendizaje fueron la categoría de la categoría. La manifestación de las contradicciones fue la categoría principal, señalando que la propuesta de inclusión de la educación debe avanzar para mejorar los estudiantes. Tal vez se podría tomar lugar a través de las contradicciones dictadas por el tema. En el contexto del marco del marco, fue posible que percibió que las contradicciones revelan las tensiones implicadas en la inclusión de la inclusión y, en el mismo tiempo, el potencial para cambiar los conduce en ellos.Esta pesquisa de intervenção analisa o impacto do processo de implementação da política brasileira de educação inclusiva com professores de uma escola pública. A intervenção foi baseada na Teoria Histórico-Cultural da Atividade, utilizando a metodologia do Laboratório de Mudança. Tal metodologia está baseada na ideia de aprendizagem expansiva, que propõe a criação coletiva de novas soluções para lidar com as contradições encontradas em um sistema de atividade (nesse caso, a escola). A inclusão tem sido um desafio para esta escola e estes professores: a maioria está lidando com ela pela primeira vez. Dez sessões ocorreram entre março e dezembro de 2014 e dados foram colhidos no seu decorrer. Três categorias emergiram dos dados na tentativa de explicar as concepções dos professores acerca da inclusão: 1) inclusão como aprendizagem, 2) inclusão como falácia e 3) manifestações de contradição relacionadas à inclusão. Aprendizagem efetiva dos estudantes foi a categoria menos frequente. Manifestações de contradição foi a categoria mais frequente, indicando que a proposta de educação inclusiva precisa avançar para que se possam observar avanços no desempenho dos alunos. Tais avanços poderiam ocorrer a partir do enfrentamento das contradições levantadas pelos próprios sujeitos. Iluminadas pelo do referencial teórico foi possível perceber que as contradições revelam as tensões do processo de inclusão e, ao mesmo tempo, carregam em si o potencial de mudança.Research, Society and Development2016-10-06info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://rsdjournal.org/index.php/rsd/article/view/2410.17648/rsd-v2i2.24Research, Society and Development; Vol. 2 No. 2; 94-106Research, Society and Development; Vol. 2 Núm. 2; 94-106Research, Society and Development; v. 2 n. 2; 94-1062525-3409reponame:Research, Society and Developmentinstname:Universidade Federal de Itajubá (UNIFEI)instacron:UNIFEIenghttps://rsdjournal.org/index.php/rsd/article/view/24/26Copyright (c) 2016 Adriane Cenci, Daniela Fuhro Vilas Bôas, Magda Floriana Damianiinfo:eu-repo/semantics/openAccessCenci, AdrianeVilas Bôas, Daniela FuhroDamiani, Magda Floriana2019-01-21T22:33:10Zoai:ojs.pkp.sfu.ca:article/24Revistahttps://rsdjournal.org/index.php/rsd/indexPUBhttps://rsdjournal.org/index.php/rsd/oairsd.articles@gmail.com2525-34092525-3409opendoar:2024-01-17T09:25:44.130335Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)false |
dc.title.none.fl_str_mv |
The challenge of inclusive education in a Brazilian School: teachers’ concerns regarding inclusion El desafío de la educación en la escuela brasileña: maestros en la inclusión O desafio da educação inclusiva em uma escola brasileira: as concepções dos professores acerca da inclusão |
title |
The challenge of inclusive education in a Brazilian School: teachers’ concerns regarding inclusion |
spellingShingle |
The challenge of inclusive education in a Brazilian School: teachers’ concerns regarding inclusion Cenci, Adriane Educação inclusiva Pesquisa de intervenção Teoria Histórico-Cultural da Atividade. Inclusive education Interventionist research Cultural-histórico Activity Theory. Inclusive education Interventionist research Cultural-Historical Activity Theory. |
title_short |
The challenge of inclusive education in a Brazilian School: teachers’ concerns regarding inclusion |
title_full |
The challenge of inclusive education in a Brazilian School: teachers’ concerns regarding inclusion |
title_fullStr |
The challenge of inclusive education in a Brazilian School: teachers’ concerns regarding inclusion |
title_full_unstemmed |
The challenge of inclusive education in a Brazilian School: teachers’ concerns regarding inclusion |
title_sort |
The challenge of inclusive education in a Brazilian School: teachers’ concerns regarding inclusion |
author |
Cenci, Adriane |
author_facet |
Cenci, Adriane Vilas Bôas, Daniela Fuhro Damiani, Magda Floriana |
author_role |
author |
author2 |
Vilas Bôas, Daniela Fuhro Damiani, Magda Floriana |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Cenci, Adriane Vilas Bôas, Daniela Fuhro Damiani, Magda Floriana |
dc.subject.por.fl_str_mv |
Educação inclusiva Pesquisa de intervenção Teoria Histórico-Cultural da Atividade. Inclusive education Interventionist research Cultural-histórico Activity Theory. Inclusive education Interventionist research Cultural-Historical Activity Theory. |
topic |
Educação inclusiva Pesquisa de intervenção Teoria Histórico-Cultural da Atividade. Inclusive education Interventionist research Cultural-histórico Activity Theory. Inclusive education Interventionist research Cultural-Historical Activity Theory. |
description |
This intervention research analyzes the impact of implementation of the Brazilian inclusive education policy on the teachers of a public school. The intervention was based on Cultural-Historical Activity Theory, using the methodology of Change Laboratory. Such methodology is based on the idea of expansive learning, which proposes the collective creation of new solutions to deal with the contradictions faced in an activity system (in this case, the school). Inclusive education has been a challenge to this school and its teachers: most of them were dealing with it for the first time. Ten group sessions were carried out from March to December 2014 and data were collected during such sessions. Three categories emerged from the data in an attempt to explain the teachers’ concerns about inclusion: 1) inclusion as learning, 2) inclusion as fallacy and 3) manifestation of contradictions related to inclusion. Students’ effective learning was the least frequent category. Manifestation of contradictions was the main category, indicating that the proposed inclusive education must advance to improve students’ performance. Such advances could take place through facing the contradictions appointed by the subjects themselves. Under the light of the theoretical framework, it was possible to perceive that the contradictions reveal the tensions involved in the inclusion process and, at the same time, the potential for change they carry in themselves. |
publishDate |
2016 |
dc.date.none.fl_str_mv |
2016-10-06 |
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://rsdjournal.org/index.php/rsd/article/view/24 10.17648/rsd-v2i2.24 |
url |
https://rsdjournal.org/index.php/rsd/article/view/24 |
identifier_str_mv |
10.17648/rsd-v2i2.24 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
https://rsdjournal.org/index.php/rsd/article/view/24/26 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2016 Adriane Cenci, Daniela Fuhro Vilas Bôas, Magda Floriana Damiani info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2016 Adriane Cenci, Daniela Fuhro Vilas Bôas, Magda Floriana Damiani |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Research, Society and Development |
publisher.none.fl_str_mv |
Research, Society and Development |
dc.source.none.fl_str_mv |
Research, Society and Development; Vol. 2 No. 2; 94-106 Research, Society and Development; Vol. 2 Núm. 2; 94-106 Research, Society and Development; v. 2 n. 2; 94-106 2525-3409 reponame:Research, Society and Development instname:Universidade Federal de Itajubá (UNIFEI) instacron:UNIFEI |
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Universidade Federal de Itajubá (UNIFEI) |
instacron_str |
UNIFEI |
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UNIFEI |
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Research, Society and Development |
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Research, Society and Development |
repository.name.fl_str_mv |
Research, Society and Development - Universidade Federal de Itajubá (UNIFEI) |
repository.mail.fl_str_mv |
rsd.articles@gmail.com |
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1797052822867410944 |