School for all and for each one: proposal of synthesis between collective plan and individualized plan

Detalhes bibliográficos
Autor(a) principal: Cenci, Adriane
Data de Publicação: 2022
Outros Autores: Bastos, Amélia Rota Borges de
Tipo de documento: Artigo
Idioma: por
Título da fonte: Roteiro (Joaçaba. Online)
Texto Completo: https://periodicos.unoesc.edu.br/roteiro/article/view/27402
Resumo: The guarantee of access in non-restrictive school environments, with equal opportunities, is one of the premises of the inclusion politics. Such guarantee, according to the vygotskyan perspective, can be also taken as alternative to development, considering that the school is the environment whose practices can culminate in learning of disable students. Vygotsky lived in a different cultural and historical context, but his theory principles concerning the disabled people development could be guiding to an inclusive school proposal. The present article was instigated by the vygotskyan proposition of dialectic synthesis between the standard education and the specialized education, highlighting the collaborative work in inclusive school. It aims a proposal of synthesis between the individualized planning and the collective planning, organized, respectively, in proposals as the Individualized Education Plan (IEP) and the Universal Design for Learning (UDL). It is configured as a theoretic essay that searches approaches between Vygotsky works and the education organization forms in the inclusive perspective. Rather than polarizing the different education planning designs, it comprises the potential of a collaborative planning proposal, that aggregates both the collective (such as the UDL) and the individualized (such as the IEP) in order to construct synthesis that overcome limitations, preserving the nature of each one of these methodological approaches. Therefore, we present planning guidelines, from a collaborative perspective, that is collective and individualized, as construction of the dialectical synthesis.
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spelling School for all and for each one: proposal of synthesis between collective plan and individualized planEscuela para todos y cada uno: propuesta de síntesis entre planificación colectiva y planificación individualizadaEscola para todos e cada um: proposta de síntese entre planejamento coletivo e planejamento individualizadoEscola para todos e cada um: proposta de síntese entre planejamento coletivo e planejamento individualizadoEducação inclusivaDesenho Universal para a AprendizagemPlanejamento Educacional IndividualizadoVigotskiEducación inclusivaDiseño Universal para el AprendizajePlanificación IndividualizadaVigotskiInclusive educationUniversal Design for LearningIndividualized Education PlanVigotskiThe guarantee of access in non-restrictive school environments, with equal opportunities, is one of the premises of the inclusion politics. Such guarantee, according to the vygotskyan perspective, can be also taken as alternative to development, considering that the school is the environment whose practices can culminate in learning of disable students. Vygotsky lived in a different cultural and historical context, but his theory principles concerning the disabled people development could be guiding to an inclusive school proposal. The present article was instigated by the vygotskyan proposition of dialectic synthesis between the standard education and the specialized education, highlighting the collaborative work in inclusive school. It aims a proposal of synthesis between the individualized planning and the collective planning, organized, respectively, in proposals as the Individualized Education Plan (IEP) and the Universal Design for Learning (UDL). It is configured as a theoretic essay that searches approaches between Vygotsky works and the education organization forms in the inclusive perspective. Rather than polarizing the different education planning designs, it comprises the potential of a collaborative planning proposal, that aggregates both the collective (such as the UDL) and the individualized (such as the IEP) in order to construct synthesis that overcome limitations, preserving the nature of each one of these methodological approaches. Therefore, we present planning guidelines, from a collaborative perspective, that is collective and individualized, as construction of the dialectical synthesis.La garantía de acceso en ambientes escolares no restrictivos, con igualdad de oportunidades, es una de las premisas de las políticas de inclusión. Esa garantía, en la perspectiva vygotskiana, también puede tomarse como una alternativa al desarrollo, considerando que la escuela es un espacio cuyas prácticas pueden culminar en el aprendizaje para los estudiantes con discapacidad. Vygotski vivió en un contexto histórico y cultural diferente, pero los principios de su teoría acerca del desarrollo de las personas con discapacidad pueden orientar la propuesta de una escuela inclusiva. Este artículo tiene su origen en la proposición vygotskiana de síntesis dialéctica entre la educación común y la educación especializada, destacando el trabajo colaborativo en la escuela inclusiva. Posee como objetivo una propuesta se síntesis entre la planificación individualizada y la planificación colectiva, organizados, respectivamente, en propuestas como la Planificación Educacional Individualizada (PEI) y el Diseño Universal para el Aprendizaje (DUA). Se configura como un ensayo teórico que busca acercarse por medio de los escritos de Vygotski y las formas de organización de la enseñanza desde una perspectiva inclusiva. En lugar de polarizar los distintos diseños de planificación de la enseñanza, entendemos el potencial de una propuesta de planificación colaborativa, que sume tanto lo colectivo (como el DUA) como lo individual (como el PEI) para construir una síntesis que sobrepase a las limitaciones, preservando la esencia de cada uno de estos enfoques metodológicos. De esta forma, se presentan directrices para la planificación, desde una perspectiva colaborativa, que es colectiva e individualizada, como construcción de la síntesis dialéctica.A garantia de acesso em ambientes escolares não restritivos, com igualdade de oportunidades, é uma das premissas das políticas de inclusão. Tal garantia, na perspectiva vigotskiana, pode ser também tomada como alternativa ao desenvolvimento, considerando ser a escola um espaço cujas práticas podem culminar em aprendizagem para estudantes com deficiência. Vigotski viveu noutro contexto histórico e cultural, contudo, os princípios da sua teoria acerca do desenvolvimento das pessoas com deficiência podem ser orientadores para uma proposta de escola inclusiva. Este artigo é desencadeado pela proposição vigotskiana de síntese dialética entre o ensino comum e o ensino especializado, destacando o trabalho colaborativo na escola inclusiva. Tem como objetivo propor uma síntese entre o planejamento individualizado e o planejamento coletivo, organizados, respectivamente, em propostas, como o Planejamento Educacional Individualizado (PEI) e o Desenho Universal para a Aprendizagem (DUA). Configura-se como um ensaio teórico que busca aproximações entre os escritos de Vigotski e as formas de organização do ensino na perspectiva inclusiva. Ao invés de polarizar os diferentes designs de planejamento do ensino, compreende-se o potencial de uma proposta de planejamento colaborativa, que agregue tanto o coletivo (como o DUA) quanto o individual (como o PEI) para a construção de síntese que supere limitações, preservando a essência de cada uma dessas abordagens metodológicas. Desse modo, apresentam-se orientações para o planejamento, que é coletivo e individualizado, a partir de uma perspectiva colaborativa, como construção da síntese dialética.Universidade do Oeste de Santa Catarina2022-05-25info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdftext/htmlhttps://periodicos.unoesc.edu.br/roteiro/article/view/2740210.18593/r.v47.27402Roteiro; Vol. 47 (2022): Roteiro; e27402Roteiro; Vol. 47 (2022): Roteiro; e27402Roteiro; Vol. 47 (2022): Roteiro; e27402Roteiro; v. 47 (2022): Roteiro; e27402Roteiro; Vol. 47 (2022): Roteiro; e274022177-60590104-431110.18593/r.v47reponame:Roteiro (Joaçaba. Online)instname:Universidade do Oeste de Santa Catarina (UNOESC)instacron:UNOESCporhttps://periodicos.unoesc.edu.br/roteiro/article/view/27402/17389https://periodicos.unoesc.edu.br/roteiro/article/view/27402/17390Copyright (c) 2022 Adriane Cenci, Amélia Rota Borges de Bastoshttps://creativecommons.org/licenses/by/4.0/info:eu-repo/semantics/openAccessCenci, AdrianeBastos, Amélia Rota Borges de2023-06-13T18:50:34Zoai:ojs.periodicos.unoesc.edu.br:article/27402Revistahttps://portalperiodicos.unoesc.edu.br/roteirohttps://portalperiodicos.unoesc.edu.br/roteiro/oairoteiro@unoesc.edu.br||editora@unoesc.edu.br||roteiro@unoesc.edu.br|| debora.pereira@unoesc.edu.br2177-60590104-4311opendoar:2023-06-13T18:50:34Roteiro (Joaçaba. Online) - Universidade do Oeste de Santa Catarina (UNOESC)false
dc.title.none.fl_str_mv School for all and for each one: proposal of synthesis between collective plan and individualized plan
Escuela para todos y cada uno: propuesta de síntesis entre planificación colectiva y planificación individualizada
Escola para todos e cada um: proposta de síntese entre planejamento coletivo e planejamento individualizado
Escola para todos e cada um: proposta de síntese entre planejamento coletivo e planejamento individualizado
title School for all and for each one: proposal of synthesis between collective plan and individualized plan
spellingShingle School for all and for each one: proposal of synthesis between collective plan and individualized plan
Cenci, Adriane
Educação inclusiva
Desenho Universal para a Aprendizagem
Planejamento Educacional Individualizado
Vigotski
Educación inclusiva
Diseño Universal para el Aprendizaje
Planificación Individualizada
Vigotski
Inclusive education
Universal Design for Learning
Individualized Education Plan
Vigotski
title_short School for all and for each one: proposal of synthesis between collective plan and individualized plan
title_full School for all and for each one: proposal of synthesis between collective plan and individualized plan
title_fullStr School for all and for each one: proposal of synthesis between collective plan and individualized plan
title_full_unstemmed School for all and for each one: proposal of synthesis between collective plan and individualized plan
title_sort School for all and for each one: proposal of synthesis between collective plan and individualized plan
author Cenci, Adriane
author_facet Cenci, Adriane
Bastos, Amélia Rota Borges de
author_role author
author2 Bastos, Amélia Rota Borges de
author2_role author
dc.contributor.author.fl_str_mv Cenci, Adriane
Bastos, Amélia Rota Borges de
dc.subject.por.fl_str_mv Educação inclusiva
Desenho Universal para a Aprendizagem
Planejamento Educacional Individualizado
Vigotski
Educación inclusiva
Diseño Universal para el Aprendizaje
Planificación Individualizada
Vigotski
Inclusive education
Universal Design for Learning
Individualized Education Plan
Vigotski
topic Educação inclusiva
Desenho Universal para a Aprendizagem
Planejamento Educacional Individualizado
Vigotski
Educación inclusiva
Diseño Universal para el Aprendizaje
Planificación Individualizada
Vigotski
Inclusive education
Universal Design for Learning
Individualized Education Plan
Vigotski
description The guarantee of access in non-restrictive school environments, with equal opportunities, is one of the premises of the inclusion politics. Such guarantee, according to the vygotskyan perspective, can be also taken as alternative to development, considering that the school is the environment whose practices can culminate in learning of disable students. Vygotsky lived in a different cultural and historical context, but his theory principles concerning the disabled people development could be guiding to an inclusive school proposal. The present article was instigated by the vygotskyan proposition of dialectic synthesis between the standard education and the specialized education, highlighting the collaborative work in inclusive school. It aims a proposal of synthesis between the individualized planning and the collective planning, organized, respectively, in proposals as the Individualized Education Plan (IEP) and the Universal Design for Learning (UDL). It is configured as a theoretic essay that searches approaches between Vygotsky works and the education organization forms in the inclusive perspective. Rather than polarizing the different education planning designs, it comprises the potential of a collaborative planning proposal, that aggregates both the collective (such as the UDL) and the individualized (such as the IEP) in order to construct synthesis that overcome limitations, preserving the nature of each one of these methodological approaches. Therefore, we present planning guidelines, from a collaborative perspective, that is collective and individualized, as construction of the dialectical synthesis.
publishDate 2022
dc.date.none.fl_str_mv 2022-05-25
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dc.identifier.uri.fl_str_mv https://periodicos.unoesc.edu.br/roteiro/article/view/27402
10.18593/r.v47.27402
url https://periodicos.unoesc.edu.br/roteiro/article/view/27402
identifier_str_mv 10.18593/r.v47.27402
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.unoesc.edu.br/roteiro/article/view/27402/17389
https://periodicos.unoesc.edu.br/roteiro/article/view/27402/17390
dc.rights.driver.fl_str_mv Copyright (c) 2022 Adriane Cenci, Amélia Rota Borges de Bastos
https://creativecommons.org/licenses/by/4.0/
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2022 Adriane Cenci, Amélia Rota Borges de Bastos
https://creativecommons.org/licenses/by/4.0/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
text/html
dc.publisher.none.fl_str_mv Universidade do Oeste de Santa Catarina
publisher.none.fl_str_mv Universidade do Oeste de Santa Catarina
dc.source.none.fl_str_mv Roteiro; Vol. 47 (2022): Roteiro; e27402
Roteiro; Vol. 47 (2022): Roteiro; e27402
Roteiro; Vol. 47 (2022): Roteiro; e27402
Roteiro; v. 47 (2022): Roteiro; e27402
Roteiro; Vol. 47 (2022): Roteiro; e27402
2177-6059
0104-4311
10.18593/r.v47
reponame:Roteiro (Joaçaba. Online)
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