Teachear’s perceptions about special education and inclusive education
Discussions about Special and Inclusive Education still generate many contradictions. This, in addition to having an impact on teachers' perceptions, directly interferes with guaranteeing the right to learning for Special Education students. For this reason, our objective in this article was to...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2024 |
| País: | Brasil |
| Institución: | Universidade de Santa Cruz do Sul (UNISC) |
| Repositorio: | Reflexão e Ação (Online) |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.online.unisc.br:article/18732 |
| Acceso en línea: | https://seer.unisc.br/index.php/reflex/article/view/18732 |
| Access Level: | acceso abierto |
| Palabra clave: | Diversidad Investigación colaborativa Prácticas Inclusivas Collaborative Research Diversity Inclusive Practices Diversidade Práticas Inclusivas Pesquisa Colaborativa |
| Sumario: | Discussions about Special and Inclusive Education still generate many contradictions. This, in addition to having an impact on teachers' perceptions, directly interferes with guaranteeing the right to learning for Special Education students. For this reason, our objective in this article was to analyze the historical and political implications in teaching discourses and practices regarding EE and EI. For this, an online form was used as a data collection tool for fifteen teachers of Integrated Technical Courses to High School. Based on Collaborative Research and through Textual Discursive Analysis, it became evident that the concepts regarding these two areas of knowledge are merged. In addition to the weakness in understanding the terms, these, when analyzed within a historical and political context, showed that the teaching discourses may still be based on the integrationist perspective and the medical model of inclusion. |
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