Reflections on school special

Detalhes bibliográficos
Autor(a) principal: Oliveira, Antônia Lima
Data de Publicação: 2022
Outros Autores: Quixabeira, Alderise Pereira, Araújo, Bárbara Carvalho de, Santos, Lucas Coelho dos, Matos , Abraão Danziger de, Vasconcelos, Emanuella Silveira, Silva, Fabio Jose Antonio da, Vieira, Maurício Aires, Abrão, Ruhena Kelber
Tipo de documento: Artigo
Idioma: por
Título da fonte: Research, Society and Development
Texto Completo: https://rsdjournal.org/index.php/rsd/article/view/30659
Resumo: Inclusive education is, without a doubt, one of the biggest challenges of the developed society nowadays, because we believe that it involves much more than the person with disability, it also involves the family, school and society. This article proposes to analyze the social relations of the school environment and the coexistence between students with disabilities and teachers in the classroom and at school. For this study, in order to understand how special and inclusive education relationships happen, as well as the interactive circumstances that these students establish with their teachers, we adopted the proposal of a bibliographic research to guide the theme based on theorists and researchers in the area, as well as the documentary research involving the main documents of official matrix as a way to elucidate concepts that deal with special education in Brazil. As a result, based on information from the records of research carried out previously, it appears that the process of including people with special educational needs is still improving. Many problems need to be overcome for the effectiveness of inclusion in order to ensure that the person with disabilities can enter and remain in the school environment, having their specificities recognized and particularities respected. From this perspective, it is essential that the school, through continuing education, understand the complexity in which the specialized educational service is inserted, as well as the challenges that are posed to the school in the task of teaching all students.
id UNIFEI_a26306cba12894b9fde8d78cea9a95b9
oai_identifier_str oai:ojs.pkp.sfu.ca:article/30659
network_acronym_str UNIFEI
network_name_str Research, Society and Development
repository_id_str
spelling Reflections on school special Reflexiones sobre la educación especial Reflexões sobre a educação especial EnseãnanzaInclusionSpecial education. TeachingInclusionSpecial education.InclusãoEnsinoEducação especial.Inclusive education is, without a doubt, one of the biggest challenges of the developed society nowadays, because we believe that it involves much more than the person with disability, it also involves the family, school and society. This article proposes to analyze the social relations of the school environment and the coexistence between students with disabilities and teachers in the classroom and at school. For this study, in order to understand how special and inclusive education relationships happen, as well as the interactive circumstances that these students establish with their teachers, we adopted the proposal of a bibliographic research to guide the theme based on theorists and researchers in the area, as well as the documentary research involving the main documents of official matrix as a way to elucidate concepts that deal with special education in Brazil. As a result, based on information from the records of research carried out previously, it appears that the process of including people with special educational needs is still improving. Many problems need to be overcome for the effectiveness of inclusion in order to ensure that the person with disabilities can enter and remain in the school environment, having their specificities recognized and particularities respected. From this perspective, it is essential that the school, through continuing education, understand the complexity in which the specialized educational service is inserted, as well as the challenges that are posed to the school in the task of teaching all students.La educación inclusiva es, sin duda, uno de los mayores retos de la sociedad desarrollada en la actualidad, porque creemos que implica mucho más que a la persona con discapacidad, implica también a la familia, la escuela y la sociedad. Este artículo se propone analizar las relaciones sociales del ámbito escolar y la convivencia entre alumnos con discapacidad y docentes en el aula y en la escuela. Para este estudio, con el fin de comprender cómo suceden las relaciones de educación especial e inclusiva, así como las circunstancias interactivas que estos estudiantes establecen con sus profesores, adoptamos la propuesta de una investigación bibliográfica para orientar el tema a partir de teóricos e investigadores del área. , así como la investigación documental involucrando los principales documentos de matriz oficial como forma de dilucidar conceptos que tratan sobre la educación especial en Brasil. Como resultado, a partir de la información de los registros de investigaciones realizadas con anterioridad, parece que el proceso de inclusión de personas con necesidades educativas especiales sigue mejorando. Muchos problemas necesitan ser superados para la efectividad de la inclusión a fin de garantizar que la persona con discapacidad pueda ingresar y permanecer en el ambiente escolar, siendo reconocidas sus especificidades y respetadas sus particularidades. Desde esta perspectiva, es fundamental que la escuela, a través de la formación permanente, comprenda la complejidad en la que se inserta el servicio educativo especializado, así como los desafíos que se le plantean a la escuela en la tarea de enseñar a todos los alumnos.A educação inclusiva é, sem dúvida, um dos maiores desafios da sociedade desenvolvida nos dias de hoje, pois acreditamos que ela envolve muito mais que a pessoa com deficiência, envolve, também, a família, a escola e a sociedade. Este artigo propõe analisar as relações sociais do ambiente escolar e a convivência entre alunos com deficiência e professores na sala de aula e na escola. Para este estudo com o intuito de compreender como acontecem as relações da educação especial e inclusiva, bem como as circunstâncias interativas que esses alunos estabelecem com seus professores, adotamos a proposta de uma pesquisa bibliográfica para nortear à temática embasados em teóricos e pesquisadores da área, bem como a pesquisa documental envolvendo os principais documentos de matriz oficial como forma elucidar conceitos que tratam sobre a educação especial no Brasil. Como resultados, constata-se com base nas informações dos registros de pesquisas realizadas anteriormente que o processo de inclusão de pessoas com necessidades educativas especiais ainda está se aperfeiçoando. Muitos problemas precisam ser superados para a efetivação da inclusão de modo a garantir que a pessoa com deficiência possa se inserir e permanecer no ambiente escolar tendo suas especificidades reconhecidas e particularidades respeitadas. Nessa perspectiva, é indispensável que a escola, pela via da formação continuada, compreenda a complexidade em que o atendimento educacional especializado está inserido, bem como os desafios que são colocados à escola na tarefa de ensinar todos os alunos.Research, Society and Development2022-06-11info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://rsdjournal.org/index.php/rsd/article/view/3065910.33448/rsd-v11i8.30659Research, Society and Development; Vol. 11 No. 8; e10711830659Research, Society and Development; Vol. 11 Núm. 8; e10711830659Research, Society and Development; v. 11 n. 8; e107118306592525-3409reponame:Research, Society and Developmentinstname:Universidade Federal de Itajubá (UNIFEI)instacron:UNIFEIporhttps://rsdjournal.org/index.php/rsd/article/view/30659/26315Copyright (c) 2022 Antônia Lima Oliveira; Alderise Pereira Quixabeira; Bárbara Carvalho de Araújo; Lucas Coelho dos Santos; Abraão Danziger de Matos ; Emanuella Silveira Vasconcelos; Fabio Jose Antonio da Silva; Maurício Aires Vieira; Ruhena Kelber Abrãohttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessOliveira, Antônia Lima Quixabeira, Alderise Pereira Araújo, Bárbara Carvalho deSantos, Lucas Coelho dos Matos , Abraão Danziger de Vasconcelos, Emanuella Silveira Silva, Fabio Jose Antonio da Vieira, Maurício Aires Abrão, Ruhena Kelber2022-07-01T13:34:06Zoai:ojs.pkp.sfu.ca:article/30659Revistahttps://rsdjournal.org/index.php/rsd/indexPUBhttps://rsdjournal.org/index.php/rsd/oairsd.articles@gmail.com2525-34092525-3409opendoar:2024-01-17T09:47:20.257194Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)false
dc.title.none.fl_str_mv Reflections on school special
Reflexiones sobre la educación especial
Reflexões sobre a educação especial
title Reflections on school special
spellingShingle Reflections on school special
Oliveira, Antônia Lima
Enseãnanza
Inclusion
Special education.
Teaching
Inclusion
Special education.
Inclusão
Ensino
Educação especial.
title_short Reflections on school special
title_full Reflections on school special
title_fullStr Reflections on school special
title_full_unstemmed Reflections on school special
title_sort Reflections on school special
author Oliveira, Antônia Lima
author_facet Oliveira, Antônia Lima
Quixabeira, Alderise Pereira
Araújo, Bárbara Carvalho de
Santos, Lucas Coelho dos
Matos , Abraão Danziger de
Vasconcelos, Emanuella Silveira
Silva, Fabio Jose Antonio da
Vieira, Maurício Aires
Abrão, Ruhena Kelber
author_role author
author2 Quixabeira, Alderise Pereira
Araújo, Bárbara Carvalho de
Santos, Lucas Coelho dos
Matos , Abraão Danziger de
Vasconcelos, Emanuella Silveira
Silva, Fabio Jose Antonio da
Vieira, Maurício Aires
Abrão, Ruhena Kelber
author2_role author
author
author
author
author
author
author
author
dc.contributor.author.fl_str_mv Oliveira, Antônia Lima
Quixabeira, Alderise Pereira
Araújo, Bárbara Carvalho de
Santos, Lucas Coelho dos
Matos , Abraão Danziger de
Vasconcelos, Emanuella Silveira
Silva, Fabio Jose Antonio da
Vieira, Maurício Aires
Abrão, Ruhena Kelber
dc.subject.por.fl_str_mv Enseãnanza
Inclusion
Special education.
Teaching
Inclusion
Special education.
Inclusão
Ensino
Educação especial.
topic Enseãnanza
Inclusion
Special education.
Teaching
Inclusion
Special education.
Inclusão
Ensino
Educação especial.
description Inclusive education is, without a doubt, one of the biggest challenges of the developed society nowadays, because we believe that it involves much more than the person with disability, it also involves the family, school and society. This article proposes to analyze the social relations of the school environment and the coexistence between students with disabilities and teachers in the classroom and at school. For this study, in order to understand how special and inclusive education relationships happen, as well as the interactive circumstances that these students establish with their teachers, we adopted the proposal of a bibliographic research to guide the theme based on theorists and researchers in the area, as well as the documentary research involving the main documents of official matrix as a way to elucidate concepts that deal with special education in Brazil. As a result, based on information from the records of research carried out previously, it appears that the process of including people with special educational needs is still improving. Many problems need to be overcome for the effectiveness of inclusion in order to ensure that the person with disabilities can enter and remain in the school environment, having their specificities recognized and particularities respected. From this perspective, it is essential that the school, through continuing education, understand the complexity in which the specialized educational service is inserted, as well as the challenges that are posed to the school in the task of teaching all students.
publishDate 2022
dc.date.none.fl_str_mv 2022-06-11
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/30659
10.33448/rsd-v11i8.30659
url https://rsdjournal.org/index.php/rsd/article/view/30659
identifier_str_mv 10.33448/rsd-v11i8.30659
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://rsdjournal.org/index.php/rsd/article/view/30659/26315
dc.rights.driver.fl_str_mv https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by/4.0
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. 11 No. 8; e10711830659
Research, Society and Development; Vol. 11 Núm. 8; e10711830659
Research, Society and Development; v. 11 n. 8; e10711830659
2525-3409
reponame:Research, Society and Development
instname:Universidade Federal de Itajubá (UNIFEI)
instacron:UNIFEI
instname_str Universidade Federal de Itajubá (UNIFEI)
instacron_str UNIFEI
institution UNIFEI
reponame_str Research, Society and Development
collection 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
_version_ 1797052836632068096