Differences should not be tolerated: Reflections on inclusive school and education for diversity
This work aims to discuss the relationship between education and diversity from an inclusive perspective. Specifically, it discusses the concepts of difference and diversity and their relationship with the school context, discusses the effects of the limited treatment of the subject on students in s...
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2023 |
| País: | Brasil |
| Institución: | Universidade Federal do Piauí (UFPI) |
| Repositorio: | Linguagens, Educação e Sociedade (Online) |
| Idioma: | portugués |
| OAI Identifier: | oai:periodicos.ufpi.br:article/2915 |
| Acceso en línea: | https://periodicos.ufpi.br/index.php/lingedusoc/article/view/2915 |
| Access Level: | acceso abierto |
| Palabra clave: | Educação e diversidade Escola inclusiva Diversidade e diferença Education and diversity Inclusive school Diversity and difference Educación y diversidad; escuela inclusiva; Diversidad y diferencia. |
| Sumario: | This work aims to discuss the relationship between education and diversity from an inclusive perspective. Specifically, it discusses the concepts of difference and diversity and their relationship with the school context, discusses the effects of the limited treatment of the subject on students in schools, and discusses the constitution of an inclusive school understood as the result of an education for diversity . To this end, it is based on bibliographical and documental research regarding public policies within the scope of diversity and inclusion. The analysis started from the understanding of differences as a socio-historical and political construct, as explained by Rodrigues and Abramowicz (2013) and the understanding of the school institution was based on Charlot's propositions (1979, 2002, 2009, 2013, 2020) that allowed us to define the inclusive school as being the result of promoting an education for diversity. The problematization of differences is a condition for adequate work within the scope of diversity, as well as for the promotion of a fairer and more solidary society and schools with more suitable training processes for students. Understanding this is the basis for political and pedagogical awareness and engagement in building an inclusive education and school. In addition to initial and continuing teacher training, teachers need to be willing to make changes based on sensitivity and an ethical stance capable of guiding diversified and dialogical experiences in the face of the issues and needs of the school public. |
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