Between the requirement of quality in pedagogical work and the inclusion of disabled students in middle school and university
The text presents a discussion on the inclusive processes in School Education and in the University. A question guides the research: how is the inclusion of students in High School and University? Starting from the complexity of the social context, in view of the proposal of quality education for al...
| Autores: | , , |
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| Tipo de documento: | artigo |
| Estado: | Versão publicada |
| Data de publicação: | 2017 |
| País: | Brasil |
| Recursos: | Universidade Estadual Paulista "Júlio de Mesquita Filho" (UNESP) |
| Repositório: | Revista Política e gestão educacional |
| Idioma: | português |
| OAI Identifier: | oai:ojs.pkp.sfu.ca:article/10371 |
| Acesso em linha: | https://periodicos.fclar.unesp.br/rpge/article/view/10371 |
| Access Level: | Acceso aberto |
| Palavra-chave: | Pedagogical work. Inclusion. Disability. Trabajo pedagógico. Inclusión. Discapacidad. Trabalho Pedagógico. Inclusão. Deficiência. |
| Resumo: | The text presents a discussion on the inclusive processes in School Education and in the University. A question guides the research: how is the inclusion of students in High School and University? Starting from the complexity of the social context, in view of the proposal of quality education for all, the text aims to raise the debate about the possibilities and limits of quality education for all, to make a technical review that of subsidies for the discussion and to reflect on the work of the teachers of Elementary Education and of the University in front of the special students in the classrooms. For that, we had as a methodological resource bibliographical and documentary research and dialogue with teachers. With the use of authors such as Carneiro (2013), Magalhães (2002), Minayo (2010), Pimenta (2014), Mantoan (2006) and Dorziat (2011) among others, the text points to the need for effective inclusion policies and especially of the objective conditions of work and training. Incentives to research and training processes for the implementation of inclusion policies is needed. |
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