Challenging the social function of school, from the perspective of Inclusive Education

Bibliographic Details
Main Author: Dainez, Débora
Publication Date: 2019
Other Authors: Smolka, Ana Luiza Bustamante
Format: Article
Language: por
eng
Source: Educação e Pesquisa
Download full: https://www.revistas.usp.br/ep/article/view/157593
Summary: This article aims at calling into question the social function of school within the context of Inclusive Education Policy. It is based upon research done on the educational practices and the schooling process of two particular students, one with intellectual disabilities, the other with multiple disabilities. This discussion is grounded in theoretical and methodological ideas belonging to historical and cultural psychology, which is based on the social nature of human development and also on the role of school education in human formative process. Field research was carried out in a state school in the municipal school network in a São Paulo state town. The empirical material for our analysis consisted of the records kept in a log book and also of the videotape recording of students’ daily routine. The contents of such records enabled us to challenge the objectives of school education which are restricted to socialization and stimulation work done with students with disabilities. Our analysis focuses on the ways in which students participate in educational activities as well as the challenges faced by school when taking into account the particularities of each of these students as well as teaching and learning conditions in this environment. Our analysis focuses on the work done with signs and meanings within the educational process, and looks into the different paths taken towards cultural assimilation. Simultaneously, it points out to the need of calling into question the social function of school, aiming at expanding possibilities for people’s learning and development.
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spelling Challenging the social function of school, from the perspective of Inclusive EducationA função social da escola em discussão, sob a perspectiva da educação inclusivaHuman developmentSpecial educationInclusive educationState schoolDesenvolvimento humanoEducação especialEducação inclusivaEscola públicaThis article aims at calling into question the social function of school within the context of Inclusive Education Policy. It is based upon research done on the educational practices and the schooling process of two particular students, one with intellectual disabilities, the other with multiple disabilities. This discussion is grounded in theoretical and methodological ideas belonging to historical and cultural psychology, which is based on the social nature of human development and also on the role of school education in human formative process. Field research was carried out in a state school in the municipal school network in a São Paulo state town. The empirical material for our analysis consisted of the records kept in a log book and also of the videotape recording of students’ daily routine. The contents of such records enabled us to challenge the objectives of school education which are restricted to socialization and stimulation work done with students with disabilities. Our analysis focuses on the ways in which students participate in educational activities as well as the challenges faced by school when taking into account the particularities of each of these students as well as teaching and learning conditions in this environment. Our analysis focuses on the work done with signs and meanings within the educational process, and looks into the different paths taken towards cultural assimilation. Simultaneously, it points out to the need of calling into question the social function of school, aiming at expanding possibilities for people’s learning and development.O objetivo do presente estudo é problematizar a função social da escola no contexto das políticas de educação inclusiva, com base em um trabalho investigativo a respeito das práticas educativas e do processo de escolarização de dois alunos com deficiência, intelectual e múltipla. As discussões ancoram-se nas contribuições teórico-metodológicas da psicologia histórico-cultural que parte do pressuposto da natureza social do desenvolvimento humano e do papel da educação escolar no processo de constituição humana. A pesquisa de campo foi realizada em uma escola pública municipal do ensino fundamental de uma cidade do estado de São Paulo. Os registros em diário de campo e as videogravações do cotidiano da escola constituíram o material empírico para a análise, fornecendo elementos para se questionar os objetivos da educação escolar circunscritos ou restritos à socialização e ao trabalho de estimulação referentes aos alunos com deficiência. A análise destaca os modos e as possibilidades de participação dos alunos nas práticas educacionais e evidencia o desafio da escola em considerar as especificidades, tendo em vista as possibilidades de ensino-aprendizagem. Ao destacar o princípio da significação na elaboração histórica do conhecimento e ressaltando as diversas formas e condições de apropriação da cultura, o estudo aponta para a premência de se reconsiderar a função social da escola, de maneira a ampliar as possibilidades de conhecimento e desenvolvimento humano.Universidade de São Paulo. Faculdade de Educação2019-04-30info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/xmlhttps://www.revistas.usp.br/ep/article/view/15759310.1590/s1678-4634201945187853Educação e Pesquisa; v. 45 (2019); e187853Educação e Pesquisa; Vol. 45 (2019); e187853Educação e Pesquisa; Vol. 45 (2019); e1878531678-46341517-9702reponame:Educação e Pesquisainstname:Universidade de São Paulo (USP)instacron:USPporenghttps://www.revistas.usp.br/ep/article/view/157593/152886https://www.revistas.usp.br/ep/article/view/157593/156273Copyright (c) 2019 Educação e Pesquisainfo:eu-repo/semantics/openAccessDainez, DéboraSmolka, Ana Luiza Bustamante2021-06-13T21:31:26Zoai:revistas.usp.br:article/157593Revistahttps://www.revistas.usp.br/ep/indexPUBhttps://www.revistas.usp.br/ep/oai||revedu@usp.br1678-46341517-9702opendoar:2021-06-13T21:31:26Educação e Pesquisa - Universidade de São Paulo (USP)false
dc.title.none.fl_str_mv Challenging the social function of school, from the perspective of Inclusive Education
A função social da escola em discussão, sob a perspectiva da educação inclusiva
title Challenging the social function of school, from the perspective of Inclusive Education
spellingShingle Challenging the social function of school, from the perspective of Inclusive Education
Dainez, Débora
Human development
Special education
Inclusive education
State school
Desenvolvimento humano
Educação especial
Educação inclusiva
Escola pública
title_short Challenging the social function of school, from the perspective of Inclusive Education
title_full Challenging the social function of school, from the perspective of Inclusive Education
title_fullStr Challenging the social function of school, from the perspective of Inclusive Education
title_full_unstemmed Challenging the social function of school, from the perspective of Inclusive Education
title_sort Challenging the social function of school, from the perspective of Inclusive Education
author Dainez, Débora
author_facet Dainez, Débora
Smolka, Ana Luiza Bustamante
author_role author
author2 Smolka, Ana Luiza Bustamante
author2_role author
dc.contributor.author.fl_str_mv Dainez, Débora
Smolka, Ana Luiza Bustamante
dc.subject.por.fl_str_mv Human development
Special education
Inclusive education
State school
Desenvolvimento humano
Educação especial
Educação inclusiva
Escola pública
topic Human development
Special education
Inclusive education
State school
Desenvolvimento humano
Educação especial
Educação inclusiva
Escola pública
description This article aims at calling into question the social function of school within the context of Inclusive Education Policy. It is based upon research done on the educational practices and the schooling process of two particular students, one with intellectual disabilities, the other with multiple disabilities. This discussion is grounded in theoretical and methodological ideas belonging to historical and cultural psychology, which is based on the social nature of human development and also on the role of school education in human formative process. Field research was carried out in a state school in the municipal school network in a São Paulo state town. The empirical material for our analysis consisted of the records kept in a log book and also of the videotape recording of students’ daily routine. The contents of such records enabled us to challenge the objectives of school education which are restricted to socialization and stimulation work done with students with disabilities. Our analysis focuses on the ways in which students participate in educational activities as well as the challenges faced by school when taking into account the particularities of each of these students as well as teaching and learning conditions in this environment. Our analysis focuses on the work done with signs and meanings within the educational process, and looks into the different paths taken towards cultural assimilation. Simultaneously, it points out to the need of calling into question the social function of school, aiming at expanding possibilities for people’s learning and development.
publishDate 2019
dc.date.none.fl_str_mv 2019-04-30
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://www.revistas.usp.br/ep/article/view/157593
10.1590/s1678-4634201945187853
url https://www.revistas.usp.br/ep/article/view/157593
identifier_str_mv 10.1590/s1678-4634201945187853
dc.language.iso.fl_str_mv por
eng
language por
eng
dc.relation.none.fl_str_mv https://www.revistas.usp.br/ep/article/view/157593/152886
https://www.revistas.usp.br/ep/article/view/157593/156273
dc.rights.driver.fl_str_mv Copyright (c) 2019 Educação e Pesquisa
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2019 Educação e Pesquisa
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/xml
dc.publisher.none.fl_str_mv Universidade de São Paulo. Faculdade de Educação
publisher.none.fl_str_mv Universidade de São Paulo. Faculdade de Educação
dc.source.none.fl_str_mv Educação e Pesquisa; v. 45 (2019); e187853
Educação e Pesquisa; Vol. 45 (2019); e187853
Educação e Pesquisa; Vol. 45 (2019); e187853
1678-4634
1517-9702
reponame:Educação e Pesquisa
instname:Universidade de São Paulo (USP)
instacron:USP
instname_str Universidade de São Paulo (USP)
instacron_str USP
institution USP
reponame_str Educação e Pesquisa
collection Educação e Pesquisa
repository.name.fl_str_mv Educação e Pesquisa - Universidade de São Paulo (USP)
repository.mail.fl_str_mv ||revedu@usp.br
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