relations between "education and social inclusion" in argentina and brazil: the specific appropriations of some debates and educational ideas of the current international discourse plot

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2015
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Abstract
This article describes and analyzes in a first movement, some problematizations on relations between "Education and Social Inclusion" enunciated by the Education for All, coordinated by UNESCO. In the second movement, we argue that the production of educational ideas and arguments raised by the EFA are translated according to the particular historical traditions of the regions and/or their nationals. To account for mediations and passages made between an educational discourse fragment the international circulation, and Latin American local appropriations in recent history, in terms of continuities and ruptures (neoliberalism-postneoliberalism). Finally, in a third movement, we enunciate some reviews about the problematics between inclusive education and quality of education, given that the current public policy debates and both global and local levels are reduced to themes arising from the significant educational quality. On the contrary, we believe that these discussions should address the current breakdown of meanings about the place and nature of the Other as diversity (even dyed an ethnocentric vision) and advance the recognition of the subjects in terms of social justice, recovering some notions like equality, emancipation and political subjectivity.
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Autoren Hernán Amar, Cesar Tello, Guillermo Bianchi, Gabriel Asprella
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Zeitschrift Chemistry (Weinheim an der Bergstrasse, Germany)
Jahr 2015
DOI
10.5902/1984686X18959
URL
http://cascavel.ufsm.br/revistas/ojs-2.2.2/index.php/educacaoespecial/article/view/18959
Schlüsselwörter
inclusión educativaeducationspecial aspects of education

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