While the living flowers don't burn: critique of the pedagogy of inclusion
محفوظ في:
| المؤلف الرئيسي: | |
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| تاريخ النشر: | 2012 |
| التنسيق: | Master thesis |
| اللغة: | por |
| المصدر: | Repositório Comum do Brasil - Deposita |
| Download full: | https://deposita.ibict.br/handle/deposita/288 |
الملخص: | This research proposes a critical reading about the pedagogy of inclusion hegemonic in recent decades in order to understand their political and ideological designs, starting from the material capitalist base that sustains it, in productive phase of reorganization. Forged in the wake of neoliberal reforms, undertaken in the late twentieth century by the capital in crisis, with current developments, such pedagogy is being disseminated ostensibly in Brazilian education, particularly in the case of educational inclusion of people with disabilities. The ideals of this pedagogy and its configuration theory and practice are scrutinized from the perspective of Pedagogia Histórico-Crítica and other Marxist and Marxian propositions. To achieve the aim, we resort to study the statements of Jomtien and Salamanca, two international documents of the 1990's that support, ideologically, the proposed school inclusion, as well as being examined articles published in the Nova Escola Magazine of the years 2001-2011, specifically on the issue of educational inclusion of people with disabilities. Nova Escola, as the most widely read magazine of education by teachers of basic education, is in a documentary source material, as recorded in its pages, the changes and continuities observed in the discourses and practices that have guided in Brazil inclusive pedagogy, as this is embodied in schools, from the official guidelines. The analyzes suggest a pedagogy of inclusion as an ideological justification for ensuring the maintenance of capitalist society and exclusionary, reinforcing the belief in the redemptive and idealized school, with the strengthening of escolanovistas assumptions, guided by the motto learning to learn, and its variations, as learning to live together. However, it is understood that the school inclusion of people with disabilities can play a strategic role in the exacerbation of social and educational contradictions experienced nowadays, since it puts into perspective the need for new social and educational organization, beyond capital, since this does not can fulfill the promises of proclaimed inclusion. |
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