De volta à teoria da curvatura da vara: a deficiência intelectual na escola inclusiva Back to the stick's curvature theory: intellectual disabilities in inclusive school

dc.creator	Giovani Ferreira Bezerra
dc.creator	Doracina Aparecida de Castro Araújo
dc.date	2011-08-01T00:00:00Z
dc.date.accessioned	2015-08-12T11:17:08Z
dc.date.available	2015-08-12T11:17:08Z
dc.identifier	10.1590/S0102-46982011000200013
dc.identifier	0102-4698
dc.identifier	1982-6621
dc.identifier	https://doaj.org/article/a10eb5db17b34991973e46a53d697e2b
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/26120
dc.description	Este artigo propõe uma reflexão filosófica sobre a inclusão escolar de alunos com deficiência intelectual por meio de um exercício crítico-dialético, objetivando detectar as contradições do fenômeno estudado. Constatam-se concepções e práticas pedagógicas aparentemente inclusivas e democráticas, cuja essência, entretanto, leva à exclusão reiterada desses alunos, em razão de não atendê-los em suas necessidades cognitivas, nem admitirem nenhuma metodologia ou currículo diferenciados, necessários à sua aprendizagem. Conclui-se, assim, que a escola inclusiva, tal como se apresenta hoje, acaba tornando-se reacionária e pouco democrática, diferentemente da escola especial, que se revelava comprometida com o ensino dos alunos com deficiência intelectual. A mudança desse cenário requer uma escola inclusiva que reafirme um compromisso político, ao resgatar o saber-fazer dos métodos especiais, sem abrir mão de seu legítimo combate contra a segregação educacional e social antes praticada.<br>This article proposes a philosophical reflection about the educational inclusion of students with Intellectual Disabilities by a critical-dialectical exercise, intending to detect the contradictions of the studied phenomenon. Pedagogical concepts and practices are verified although apparently inclusive and democratic, in essence, they lead to repeatedly exclusion of these students, due to not consider their real cognitive needs, nor admit, as a necessary condition for their learning, any form of methodological or curriculum distinction. Thus, the inclusive school as it looks today is reactionary and not very democratic, while the especial school was more committed to the education of students with Intellectual Disabilities. The reversal of this scenario requires an inclusive school that reaffirms a political commitment, rescuing the know-how of the special methods, without giving up its legitimate fight against social and educational segregation practiced before.
dc.language	Portuguese
dc.publisher	Faculdade de Educação da Universidade Federal de Minas Gerais
dc.relation	http://www.scielo.br/scielo.php?script=sci_arttext&pid=S0102-46982011000200013
dc.relation	https://doaj.org/toc/0102-4698
dc.relation	https://doaj.org/toc/1982-6621
dc.rights	CC BY-NC
dc.source	Educação em Revista, Vol 27, Iss 2, Pp 277-302 (2011)
dc.subject	Educação Especial e Inclusiva
dc.subject	Pedagogia Histórico-Crítica
dc.subject	Alunos com Deficiência Intelectual
dc.subject	Especial and Inclusive Education
dc.subject	Historical and Critical Pedagogy
dc.subject	Students with Intellectual Disabilities
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	De volta à teoria da curvatura da vara: a deficiência intelectual na escola inclusiva Back to the stick's curvature theory: intellectual disabilities in inclusive school
dc.type	article