Paradoxes of inclusive education: debating experiences in Ghana, Ireland and Brazil
The advancement of discussions regarding the universalization of the right to education and the analyses conducted by international organizations on education for all as a fundamental right have led to the production of commitments based on the affirmation that inclusion in mainstream schools would...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2025 |
| País: | Brasil |
| Institución: | Universidade Estadual de Campinas (UNICAMP) |
| Repositorio: | ETD - Educação Temática Digital |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.periodicos.sbu.unicamp.br:article/8678776 |
| Acceso en línea: | https://periodicos.sbu.unicamp.br/ojs/index.php/etd/article/view/8678776 |
| Access Level: | acceso abierto |
| Palabra clave: | Conservadorism Inclusive Education Comparative Studies in Education Educação Inclusiva Educação Comparada Conservadorismo Educacion Inclusiva Educacion Comparada |
| Sumario: | The advancement of discussions regarding the universalization of the right to education and the analyses conducted by international organizations on education for all as a fundamental right have led to the production of commitments based on the affirmation that inclusion in mainstream schools would be beneficial for all (UNESCO, 1990). From this standpoint, proposals for transformation in educational policies and the structure of regular schools have led to the establishment of the perspective of inclusive education in ensuring the right to education for people with disabilities. Given the debates around policy design and the reality of implementation, arguments that challenge these established rights appear to criticize the ideal of inclusion in mainstream schools. In light of this, we propose to analyze conservative interpellations that are appearing in local contexts of Ghana, Ireland and Brazil regarding what is socially conceived as inclusive education. The article will assess the role played by the schools and parents of people with disabilities in the policy and its implementation, and schools’ role for the society. From the experiences of researchers in each of these three countries, this article aims to delve into the paradoxes of inclusive education, focusing on the analysis of families and students’ participation and benefits in the construction of inclusive schools. |
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