Educação inclusiva: para todos ou para cada um? Alguns paradoxos (in)convenientes Inclusive education: Is it for everyone or for each one ? Some (in)convenient paradoxes
Clicks: 442
ID: 49336
2010
Article Quality & Performance Metrics
Overall Quality
Improving Quality
0.0
/100
Combines engagement data with AI-assessed academic quality
Reader Engagement
Star Article
75.8
/100
436 views
365 readers
Trending
AI Quality Assessment
Not analyzed
Abstract
A educação inclusiva realmente instala um novo paradigma? Em um movimento para mascarar e recobrir a experiência de ambivalência e mal-estar suscitada pelo estranho, percebe-se uma tentativa de naturalizar as diferenças dos alunos com necessidades educativas especiais e enquadrá-los em categorias ordenadoras previamente estabelecidas, que pressupõem uma descrição detalhada e refinada, em um movimento classificatório que tende ao infinito. Os apelos contemporâneos ao individualismo e ao consumismo estão impregnados no discurso da educação inclusiva, perceptíveis na exacerbação do poder do especialista, na preocupação com a eficácia da educação e no excesso (de informações, de técnicas e de saberes).
Does inclusive education actually set a new paradigm? In a move to mask and cover the experience of ambivalence and discomfort caused by the strange ones, we can observe an attempt to make the differences in students with special educational needs look lighter and fit them into previously established categories, which involve a detailed and refined description, in an endless classifying move. The contemporary appeals to individualism and consumerism are impregnated in the inclusive education discourse, and they are perceived in the exacerbation of specialist teachers' power, as well as in the concern about effectiveness in education and in some excess (of information, techniques and knowledge).
Does inclusive education actually set a new paradigm? In a move to mask and cover the experience of ambivalence and discomfort caused by the strange ones, we can observe an attempt to make the differences in students with special educational needs look lighter and fit them into previously established categories, which involve a detailed and refined description, in an endless classifying move. The contemporary appeals to individualism and consumerism are impregnated in the inclusive education discourse, and they are perceived in the exacerbation of specialist teachers' power, as well as in the concern about effectiveness in education and in some excess (of information, techniques and knowledge).
| Reference Key |
silva2010educacoproposices
Use this key to autocite in the manuscript while using
SciMatic Manuscript Manager or Thesis Manager
|
|---|---|
| Authors | Silva, Kelly Cristina Brandão da; |
| Journal | pro-posições |
| Year | 2010 |
| DOI |
DOI not found
|
| URL | |
| Keywords |
Citations
No citations found. To add a citation, contact the admin at info@scimatic.org
Comments
No comments yet. Be the first to comment on this article.