FILOSOFIA E EDUCAÇÃO INCLUSIVA: REFLEXÕES CRÍTICAS PARA A FORMAÇÃO DOCENTE

Giovani Ferreira Bezerra; Doracina Aparecida de Castro Araujo

doi:10.5216/ia.v37i2.17095

PHILOSOPHY AND INCLUSIVE EDUCATION: CRITICAL REFLECTIONS ON TEACHER FORMATION

Authors

Giovani Ferreira Bezerra Universidade Estadual de Mato Grosso do Sul (Uems), Unidade Universitária de Paranaíba, Programa de Pós-Graduação em Educação
Doracina Aparecida de Castro Araujo Universidade Estadual de Mato Grosso do Sul (Uems), Unidade Universitária de Paranaíba, Programa de Pós-Graduação em Educação

DOI:

https://doi.org/10.5216/ia.v37i2.17095

Keywords:

Filosofia Marxista. Inclusão. Práxis pedagógica. Imprensa pedagógica.

Abstract

This article sets out to investigate the ideological assumptions underlying the pedagogical proposal of inclusive education, and does so by analyzing an article published in the Nova Escola journal in September 2003. The data collected from a review of the literature was interpreted in the light of standard Marxist philosophy. It was seen that the inclusive ideal takes on an idealistic and fetishized perspective, which con?rms the Escola Nova trends in educational practice, without however, breaking with capitalist society. So in compensation a revolutionary practice is defended, conducive to the full development of people with or without disabilities, using the contradictorily humanizing characteristics brought about by the inclusive movement itself as a basis. The paper contributes to critical and philosophical studies in the ?eld of teacher formation and Marxism.

Downloads

Download data is not yet available.

Author Biographies

Giovani Ferreira Bezerra, Universidade Estadual de Mato Grosso do Sul (Uems), Unidade Universitária de Paranaíba, Programa de Pós-Graduação em Educação

Mestrando em Educação pelo programa de Pós-Graduação da Universidade Estadual de Mato Grosso do Sul (UEMS), Unidade Universitária de Paranaíba, com bolsa da CAPES.

Doracina Aparecida de Castro Araujo, Universidade Estadual de Mato Grosso do Sul (Uems), Unidade Universitária de Paranaíba, Programa de Pós-Graduação em Educação

Doutora em Educação pela Universidade Estadual de Campinas (UNICAMP). Docente e coordenadora do Programa de Pós-Graduação em Educação, nível de Mestrado, da UEMS/Paranaíba-MS. Docente do curso de Pedagogia da mesma universidade em Paranaíba-MS.

Downloads

PDF (Português (Brasil))

Published

2012-10-19

How to Cite

BEZERRA, G. F.; ARAUJO, D. A. de C. PHILOSOPHY AND INCLUSIVE EDUCATION: CRITICAL REFLECTIONS ON TEACHER FORMATION. Journal Inter-Ação, Goiânia, v. 37, n. 2, p. 267–286, 2012. DOI: 10.5216/ia.v37i2.17095. Disponível em: https://revistas.ufg.br/interacao/article/view/17095. Acesso em: 22 nov. 2024.

Download Citation

Issue

Vol. 37 No. 2 (2012): Philosophy and formation

Section

Dossier

License

Inter-Ação uses the Creative Commons Attribution 4.0 License for Open Access Journals (Open Archives Initiative - OAI) as the basis for the transfer of rights. Open access means making documents available on the Internet free of charge, so that users can read, download, copy, distribute, print, search, or link to the full text of documents, process them for indexing, use them as input data for software programs, or use them for any other lawful purpose, without financial, legal, or technical barriers.

Authors publishing in this journal agree to the following conditions:

1) Authors retain copyright and grant the journal the right of first publication, with the work simultaneously licensed under the Creative Commons Attribution License, which permits redistribution of the work with attribution and first publication in this journal.

2) Authors are permitted to enter into additional, separate agreements for non-exclusive distribution of the version of the work published in this journal (e.g., for publication in an institutional repository or as a book chapter), with attribution and first publication in this journal.

3) Authors are permitted and encouraged to publish and distribute their work online (e.g. in institutional repositories or on their home page) at any time before or during the editorial process, as this may generate productive changes as well as increase the impact and citation of the published work.