A Diverser a project of inclusive education from and for diversity (original) (raw)
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Diverser a project of inclusive education from and for diversity
Technium Social Sciences Journal
This article is a systematization of experiences related to inclusive education. From which the Universidad del Atlántico has been a leader in knowledge, promoting the development and transformation of the Caribbean region. Through a critical interpretation of this experience in its reconstruction, to understand the phenomenon, discover, and explain the logic of the process, the factors that have intervened in it, how they have related to each other and why they have done it in that way and not another. The systematizations of experiences involve a reflection on the practice, recapitulate what has been done, to relate it to other experiences or theoretical constructs that support or sustain it. It is a search for logic of meaning through the pertinent theorization with the developed actions. Once the results were obtained, a validation of them was conducted through a traffic light. For the indicators measured in the different scales (frequency, recognition, and existence), the perce...
PRACTICES FOR INCLUSIVE EDUCATION – LEARNING COMMUNITIES AND THEIR CONTRIBUTION TO EVERYONE'S SCHOOL SUCCESS (Atena Editora), 2022
Since 1948, with the enshrinement of the Universal Declaration of Human Rights, not only the right to Education has been claimed, but also the right to accessible and dignified schooling for all. Corresponding to the guidelines aspired by UNESCO (1994, 2005, 2009, 2017), it is up to Education to find, not only a reflective path, about its contribution to people's lives, but also to respond to the inherent needs of the right for Difference. In view of the multiplicity of population existing in schools, plus the multicultural enrichment, it is important that the student becomes aware of his place in the educational community to which he belongs. The great current challenge is related to the effectiveness in the operationalization of education for all, at a time when the term Inclusion gains prominence in school life. The Portuguese legislation in force reflects Inclusive Education and the re-adaptation of formats, with a view to developing skills that enhance access, participation and individual progress. Given the premises of a democratic education aimed at all, schools are required to adopt methodologies that are guided by the commitment to a process that aims to respond to the diversity of everyone's needs and potential. This article prioritizes highlighting a study of a Learning Community, and its potential in achieving Inclusive Education, through Successful Educational Actions. It is intended to aim at ways of achieving full socialization and academic success for all, as well as improving family and community cohesion. This way, we propose to reflect on the applicability of this project, as a preponderant strategy in the teaching and learning process of any individual.
INCLUSIVE EDUCATION AND ITS NEW CHALLENGES: AN EDUCATIONAL EXPERIENCE (Atena Editora)
INCLUSIVE EDUCATION AND ITS NEW CHALLENGES: AN EDUCATIONAL EXPERIENCE (Atena Editora), 2022
The present production proposes to reflect on the new challenges of inclusive education, through the approximation between the deaf and the hearing, from the experience of the teacher in the classroom, in the discipline of history, at the State School: Cristóvão Colombo, 2nd grade teaching, in Jardim Alegre, PR, in the years 2018 and 2019. In view of the distance between students (hearing and deaf) in a 2nd grade afternoon class, in the regular education institution and also the difficulty of communication between the regent history teacher with the deaf (approximation was through the sign interpreter), it proposes to change the posed reality. In this sense, it was sought, together with the sign language interpreter and the interested educational collegiate, to develop interdisciplinary works, with the direct involvement of the institutional collective of the afternoon period, to carry out activities related to the contents of their respective disciplines through the Brazilian Sign Language. - Brazilian sign language. Where those involved start to study the proposed contents and simultaneously sign language, bringing them together and making the learning participatory, productive and autonomous.
interfaces da educação, Paranaíba, 2011
Resumo: Este estudo retrata uma análise em que foram examinadas as trajetórias, evoluções e dificuldades de cinco escolas estaduais, consideradas bem-sucedidas na proposta de inclusão de alunos com deficiências no ensino regular em Campo Grande/MS. O referido trabalho foi realizado por meio de entrevistas semi-estruturadas com quarenta profissionais (professores, diretores, coordenadores, técnicos, coordenadores da Unidade de Inclusão, hoje Núcleo de Educação Especial e Inclusiva, órgão este pertencente à Secretaria de Estado de Educação de Mato Grosso do Sul-SED) e dez pais. As entrevistas foram todas transcritas na íntegra e trabalhadas mediante análise de conteúdo, identificando-se duas grandes categorias: fatores que dificultam e fatores que favorecem o processo inclusivo. Tais informações associaram-se a demais dados provenientes de observações do ambiente, de situações ocorridas e de análise documental, formando uma análise mais global do processo, bem como podendo levantar encaminhamentos sugestivos às demais escolas e instituições interessadas. Palavras-chave: Inclusão. Escola. Aluno com deficiência. Abstract: This study paints an analysis in which the trajectories were examined, developments and difficulties of five state schools considered successful in the proposed inclusion of students with disabilities in regular schools in Campo Grande-MS. This work was conducted through semi-structured interviews with forty professionals (teachers, principals, coordinators, technicians, enginers Inclusion Unit, now the Center for Special Education and Inclusion, this organ belonging to the State Department of Education of Mato Grosso do Sul-SED) and ten parents. The interviews were all transcribed and worked through content analysis, identifying two broad categories: factors that hinder or factors that promote inclusive process. Such information were associated with other data from observations of the environment, and situations arising from records, forming a more global analysis of the process, and may raise forwarding suggestive institutions to other schools and interested. Keyword: Inclusion. School. Students with disabilities. INTRODUÇÃO Ao longo da história da humanidade, pessoas "tidas" como diferentes ou que não correspondessem às suas expectativas de desenvolvimento e/ou de aprendizagem eram severamente excluídas ou afastadas de todo um convívio social, ou até mesmo, como relembra Carvalho (2004), escolarizadas em ambientes mais restritivos, segregadas ou percebidas com conotação negativa, cujas dificuldades eram consideradas como resultantes do que lhes "falta", do que têm a "menos" em relação a outros ditos normais.
As a result of exclusionary tactics, social, cultural or economic disadvantage or disability, vast numbers of pupils have poor educational experiences and are either marginalised or demonised due to 'difficult differences'. In the context of Martha Nussbaum's capabilities approach, where she suggests that we ought to be who we want to be, this paper addresses intellectual disability, inclusion and inclusive education. It proposes that care, compassion, creativity and ethics are critical in understanding the education for all children and young people, rather than necessarily pedagogical process. In addition, it suggests that learning should take place within and through relationships and that these relationships are important in developing a healthy sense of self. Therefore politically, rather than following a path of blame whether it is the dysfunctional family, the deficit child or the economically deprived nation, this paper says that we require socially just practices, compassion and care as fundamental to human development, social inclusion and inclusive education. Ultimately, education is failing a large sum of children and young people and therefore needs to be radically reconsidered.
ACERCA DEL ORIGEN Y SENTIDO DE LA EDUCACIÓN INCLUSIVA ÁNGELES PARRILLA LATAS
RESUMEN. Este artículo pretende explorar las raíces educativas y las perspectivas teóricas actuales del planteamiento inclusivo en la escuela. Para ello, se ha organizado en torno a dos partes. En la primera de ellas volvemos la vista atrás para considerar los distintos tipos de respuesta que la escuela y los sitemas educativos han dado a la diversidad hasta plantearse la orientación inclusiva. En la segunda parte identificamos y describimos algunos de los nuevos referentes ideológicos y teóricos en torno a los que se construye la educación inclusiva. En ella se analizan las bases conceptuales y los desarrollos que las disciplinas y perspectivas ética, social, organizativa, comunitaria e investigadora están haciendo a la educación inclusiva. Esperamos con ello contribuir a crear una plataforma que nos permita pensar de manera renovada y también inclusiva el tema de cómo diseñar y desarrollar una educación para todos.
Inclusive Education at the Federal Institute of Minas Gerais Campus Ouro Preto Educação Inclusiva no Instituto Federal De Minas Gerais Campus Ouro Preto, 2019
The present paper tries to research the actual conditions of the teachers at the Federal Institute of Minas Gerais Campus Ouro Preto, to attend disabled students, proposing actions to allow the improve of the teaching-learning process. The used methodology was the descriptive nature with a qualitative focus through the application of a survey with the teachers. To the data analysis was used the categorization technique. The results show the need of progress to make a better inclusive education as well as professor capacitation. Due the results was proposed a set of actions to the improvement of the inclusive education.
Developing inclusive schools in deprived contexts in Esmeraldas
Actualidades Pedagógicas, 2019
Desarrollar escuelas inclusivas es un reto actual en Ecuador. Muchos estudiantes abandonan en la educación secundaria sin las competencias necesarias para incluirse de manera adecuada en su comunidad. Es necesario responder a este problema desarrollando proyectos dentro de las escuelas para cambiar la cultura, políticas y prácticas de los estudiantes, docentes y familiares. En este artículo se presenta la primera parte de un proyecto más amplio que busca mejorar los procesos de inclusión en un contexto desfavorecido en Esmeraldas, Ecuador. En este artículo se presenta la parte descriptiva e interpretativa de una investigación colaborativa más amplia. Se desarrolló un cuestionario con la ayuda del “Index for Inclusion” para conocer las perspectivas de docentes y estudiantes y un grupo focal con docentes, basado en los resultados de los datos del cuestionario, y el uso de las notas de campo registradas. Los resultados muestran la necesidad de desarrollar un programa de acción dentro de la escuela para mejorar las relaciones inclusivas para evitar comportamientos disruptivos, reforzar los lazos entre las familias y la escuela y para alcanzar un proceso de enseñanza de calidad con la participación activa de los estudiantes, en este orden, sobreponiéndose a la falta de recursos.
A glimpse of Brazilian inclusive education through the lens of cultural-historical theory
CULTURAL-HISTORICAL PSYCHOLOGY: INTERDISCIPLINARY RESEARCH PERSPECTIVES & SOCIAL PRACTICES, 2020
The paper presented on the Special on-line ISCAR Summer seminar for PhD students “Cultural-historical psychology today: research challenges & practical perspectives” was written as part of investigations carried out by two research groups registered in the Brazilian National Council for Scientific and Technological Development (CNPq): ILCAE – Linguistic Inclusion in Scenarios of Educational Activities – and ISEF – Social-Educational Inclusion and Teacher Education. Each is also accredited by the universities where they were created: The Pontifical Catholic University of São Paulo (PUC-SP), in the case o ILCAE1, and the Federal University of São Paulo (UNIFESP) – in the case of ISEF2. Together with my Doctorate, Master’s and Scientific Initiation (Undergraduate and some High School) students, I have been carrying out investigations on the subjects of the social-educational exclusion/inclusion dichotomy, teacher education and materials design – or flexibilization of course book materials for children and adolescents with specific educational needs. We use the term specific educational needs because not all students that are going through school with learning difficulties are disabled. Some are gifted, some had dyslexia or other learning difficulties, or even syndromes that might result in learning difficulties – neither of which are considered, by Brazilian legal system, a disability per se.
Política de Educação Especial e os Desafios de uma Perspectiva Inclusiva
Educação & Realidade, 2019
Special Education Policy and the Challenges of an Inclusive Perspective. This article analyzes the meanings of the document National Policy on Special Education in the Perspective of Inclusive Education (2008) and its relevance for the definition of directions for disabled students' schooling in Brazil in the last ten years. It highlights the centrality conferred by the Policy on Specialized Educational Assistance (SEA), as a complement and/or supplement to common education, in the process of school inclusion. Therefore, it is proposed a dialogue with the psychoanalyti c discourse, in order to problematize the place attributed to SEA in this context, as well as the persistence of segregating movements, which insist on enrolling even if the political orientation proposes an inclusive education.