Learning to dream with CIEJA Campo Limpo: school inclusion through a methodology from the freirian perspective

• Autor(a) principal: Carvalho, Martha Milene Fontenelle
• Data de Publicação: 2021
• Outros Autores: Gueudeville, Rosane Santos
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Olh@res (Universidade Federal de São Paulo)
• Texto Completo: https://periodicos.unifesp.br/index.php/olhares/article/view/12587
• topic: Paulo Freire; Inclusão educacional; EJA; Paulo Freire; Educational inclusion; EJA

It is necessary to think about educational practices with a focus on more humane, democratic and equitable actions, which go beyond the still resistant walls of a banking and homogeneous education, which does not value diversity and human freedom. The setting requires transformation. Therefore, attitudes that promote educational inclusion are necessary, enabling all people to participate in life in society, ensuring the acceptance of human diversity and acceptance of differences and peculiarities of students target audience of Special Education. Thus, the objective of this investigation was to understand the pedagogical practices in CIEJA Campo Limpo that dialogue with a freirian and inclusive perspective. It was a study to assess the State of Knowledge (or State of the Art). From the point of view of the empirical corpus, it was a documental research, methodologically based on Content Analysis. The results were obtained through a systematic literature survey, carried out through the CAPES Theses and Dissertations Catalog, through the descriptors: CIEJA and inclusion. A total of 24 dissertations were found, using as inclusion criteria studies that presented CIEJA Campo Limpo as an empirical field and/or had inclusion as the axis of discussion; and as exclusion criteria, studies that had not been carried out in the aforementioned Integrated Center. After the initial reading of the respective abstracts and methodological descriptions (in specific chapters), only 4 (four) dealt directly with CIEJA Campo Limpo. The results showed that the pedagogical practices anchored in Freire's conceptions lead to liberation and to an emancipatory education and make it possible to think about the process of transforming reality, so essential to the current context.