The philosophy of inclusion in education

Autores

DOI:

https://doi.org/10.5216/revufg.v22.74068

Resumo

Objective: Addressing inclusion in education as a philosophy reflecting on guiding principles and theoretical support.

Problem: Narrowing inclusive education only to disability disregards the broader view of diversity. Current practices to an extent neglect the value of human existence guiding reasoning on types of principles that could strengthen practices.  

Methodology: Theoretical research through a review of related literature and reflections on practices were used. The normative approach implied in this discussion is value-driven.

Main Results: Fourteen principles were identified, grouped into two broad units: intrapersonal constituting the metaphysical and epistemological; interpersonal made up of social relationships and ethical principles.

Conclusion: This article has contributed to the theoretical understanding of inclusion as a philosophy in inclusive education based on principles and with support from MMR theory.

Key Words: Inclusion, Principles, Philosophy

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Publicado

21-11-2022

Como Citar

TCHOMBE, T. M. S. The philosophy of inclusion in education. Revista UFG, Goiânia, v. 22, n. 28, 2022. DOI: 10.5216/revufg.v22.74068. Disponível em: https://revistas.ufg.br/revistaufg/article/view/74068. Acesso em: 29 fev. 2024.

Edição

Seção

Dossiê A inclusão na educação superior: o olhar a partir de Brasil, Moçambique e outros países