Recommendations of international organisms for latin america: school inclusion, sustainability and structural inequality

• Autor(a) principal: Barroco, Sonia Mari Shima
• Data de Publicação: 2023
• Outros Autores: Matos , Neide da Silveira Duarte de, Ferreira, Gesilaine Mucio
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Roteiro (Joaçaba. Online)
• Texto Completo: https://periodicos.unoesc.edu.br/roteiro/article/view/27403
• topic: Políticas Educacionais; América Latina; Educação Especial; Teoria Histórico-Cultural; Políticas Educacionales; Latinoamérica; Educación Especial; Teoría Histórico-cultural; Educational policies; Latin America; Special education; Historical and Cultural Theory

Recommendations of international organisms for Special Education and Inclusion in Latin America in the 21st century are discussed. Current paper is the product of an inter-institution, bibliographical and documental research on public policies for Special Education and Educational Inclusion in Latin America. The countries´ objective development conditions are surveyed through Historical and Cultural Theory and Historical Materialism since education depends on accumulated material, symbolical and cultural richness and of its distribution and benefits according to social classes. Methodology comprised analysis of streamline documents by international organisms for Latin America and supplemented by theoretical productions for debating the theme. Results show that since the year 2000 such organisms recommend that governments should promote inclusion and environmental preservation and education. Due to the great number of people involved, Special Education should not be discarded, particularly within the context of high growth in social and economic inequality in Latin America. In the third decade of the century, school and educational inclusion occurs in the midst of social inequality with high percentages, impairing more and more the development of psychism of the group concerned. Within such a context, there is a dire need in making a follow-up as to the manner deficiency-caused inequality and SEGs are dealt with by countries within their ordinary and extraordinary educational policies. The group´s effective participation is mandatory due to its ability to reflect on itself and world conditions and as a tool for the task.