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: 605
ID: 49336
2010
Free PDF
Article Quality & Performance Metrics
Overall Quality
Not rated
Combines reader engagement with the AI quality analysis. This article has not been analysed, so there is no overall score — reader engagement is measured and shown alongside.
AI Quality Assessment
Not analyzed
Mint this article as an NFT
Not yet minted

Create a permanent, verifiable on-chain record of this article on the Scimatic Network. The NFT is held in your Journament account, and you can withdraw it to your own wallet at any time.

5 SUSD one-off · no wallet required
Sign in to mint
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).
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
http://www.scielo.br/scielo.php?script=sci_arttext&pid=S0103-73072010000100011
Keywords
Electrical engineering. Electronics. Nuclear engineering Mechanical engineering and machinery environmental sciences psychology business public aspects of medicine history of scholarship and learning. the humanities education (general) language and literature oceanography law

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.