Searching for the development and the consolidation of inclusive cultures in schools: contributions of visually impaired teachers and students
The work aims to discuss the importance of developing and consolidating Inclusive Cultures in school spaces as a set of values and actions, so that students, with or without disabilities, can be received and treated with equity in their schooling processes. Three visually impaired students and thr...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2022 |
| País: | Brasil |
| Institución: | Universidade Federal de Santa Maria (UFSM) |
| Repositorio: | Revista Educação Especial (UFSM) |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.pkp.sfu.ca:article/66454 |
| Acceso en línea: | http://periodicos.ufsm.br/educacaoespecial/article/view/66454 |
| Access Level: | acceso abierto |
| Palabra clave: | Culturas Inclusivas Deficiência Visual Inclusão Escolar Inclusive Cultures Visual impairment School inclusion Culturas inclusivas Discapacidad visual Inclusión escolar |
| Sumario: | The work aims to discuss the importance of developing and consolidating Inclusive Cultures in school spaces as a set of values and actions, so that students, with or without disabilities, can be received and treated with equity in their schooling processes. Three visually impaired students and three mathematics teachers from a public school system were interviewed, exploring their perceptions and experiences regarding the adaptation period; to the classroom and other school spaces; working conditions, as well as aspects involving the teaching and learning of mathematics. The results, discussed in the light of Content Analysis, point to a school reality in which students had adaptation problems in the first few months, difficulties in establishing bonds and their participation classes were often limited to the role of listeners. In addition, there were teaching activities taking place outside the regular classroom and the lack of opportunities for teachers to be prepared for the challenges of diversity, which compromises the development of inclusive values and cultures, pillars that support policies and practices. Such values, already provided in legal recommendations of recent years, must be discussed and developed intentionally and collectively, aiming at the minimization or elimination of attitudinal, communicational, architectural and pedagogical barriers, under the risk of returning to the principles of integration, a period already surpassed by Brazilian education, at least in theory. |
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