INCLUSIVE EDUCATION IN TIMOR-LESTE:

POSSIBLE PATHS IN A DIVERSE SOCIOCULTURAL CONTEXT FROM THE PERSPECTIVE OF COMPLEXITY

Authors

DOI:

https://doi.org/10.5216/revufg.v25.82019

Keywords:

Inclusive Education, Teacher Training, Complexity, Transdisciplinarity

Abstract

This article discusses inclusive education in Timor-Leste, Asia. Inclusive education is an extremely relevant and complex topic, especially in diverse socio-political and cultural contexts such as Timor-Leste. Very focused on teaching, inclusive education has been conceived in different ways by educators who are either afraid to face it or see it as enchanting. This study aims to explore the application of complex thinking (Morin, 2004; 2005) in inclusive education in Timor-Leste, envisioning a rearticulation of social spaces, historical-political times and pedagogical methodologies, depending on the challenges and opportunities that emerge from this intersection. Thus, it seeks to understand, from the perspective of complex thinking, the National Curriculum of the First and Second Cycles of Basic Education (2014), as an element that legitimizes the proposal of inclusive education in Timor. Complex thinking associated with transdisciplinarity (Nicolescu, 1999) is a theoretical-methodological approach that seeks to raise awareness, proposing a new organization of knowledge in the realm of ideas, thus interconnecting knowledge. The starting point is the problematization of how the elements that emerge from the field of studies of basic education in Timor-Leste are articulated, and how the relationships present in the educational phenomena take place, considering the guidelines established by the curriculum. The expectation is that the discussion on the topic will reveal possible paths that enable (re)(inter)connecting knowledge present in the curriculum.

Keywords: Inclusive Education. Teacher Training. Complexity. Transdisciplinarity.

 

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Author Biographies

Lucimar França dos Santos Souza, Universidade de Brasília (UnB), Brasília, Distrito Federal, Brasil, lucimar8591@hotmail.com

Lucimar França dos Santos Souza, Licenciatura Plena em Letras-Português Inglês (FEUC-RJ); Especialização em Metodologia do Ensino de Língua Portuguesa (UNICLAR-SP), Mestrado em Estudos Linguísticos (UFG-GO) e Doutorado em Linguística (UnB-DF). Voluntariado em Timor-Leste, no Instituto Católico para Formação de Professores (ICFP), em Baucau, de 2005 a 2007. Cooperante internacional de educação pela Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) e Agência Brasileira de Cooperação (ABC), no período de 2009 a 2017. Atuação docente há 36 anos, incluindo a formação básica e o ensino superior. Ensino de Língua Portuguesa e respectivas literaturas, bem como Metodologia do Ensino de Português. Intercâmbio de Inglês na África do Sul (Cape Town, 2007-2008). Docência em Timor-Leste (Sudeste asiático): 1. Formação Inicial e Continuada de professores da Educação Básica; 2. Consolidação do Uso da Língua Portuguesa na Administração Pública. Pesquisa em Timor-Leste: 1. Política Linguística vigente; 2. Processo de inclusão de estudantes com deficiência no ensino básico. Revisora de textos. Nível avançado de Inglês. Suficiência na língua tetum, uma das línguas oficiais de Timor-Leste.

Ruy Martins dos Santos Batista, Instituto Federal de Educação, Ciência e Tecnologia do Tocantins (IFTO), Palmas, Tocantins, Brasil, ruymartinsbatista@gmail.com

Doutor pelo Programa de Pós-Graduação em Linguística pela Universidade de Brasília (UnB). Mestre em Letras pela UFT. Professor no Instituto Federal de Educação, Ciência e Tecnologia do Tocantins-IFTO, Campus Palmas. Integrante dos Grupos de Pesquisa: Os significantes e os significados do ensino e da produção de textos: pesquisa, ação e reflexão (UnB/CNPq), e Práticas de Linguagens (UFT/CNPq). 

Raimundo Gomes Luz, Universidade Federal do Amapá (UNIFAP), Macapá, Amapá, Brasil, raymundogomes@outlook.com

Mestrando em Educação Inclusiva pelo Programa de Mestrado Profissional da Universidade Federal do Amapá (UNIFAP). Especialista em Mídias na Educação pela Universidade Federal do Amapá (UNIFAP). Especialista em Metodologia do Ensino de Matemática e Alfabetização Matemática pelas Faculdades Unificadas de Foz do Iguaçu (UNIFOZ). Especialista em Docência no Ensino Superior pelo Centro Universitário Leonardo da Vinci (UNIASSELVI). Professor da Educação Básica na Secretaria de Estado da Educação do Amapá (SEED/AP).

 

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Published

2025-08-12

How to Cite

SOUZA, Lucimar França dos Santos; BATISTA, Ruy Martins dos Santos; LUZ, Raimundo Gomes. INCLUSIVE EDUCATION IN TIMOR-LESTE:: POSSIBLE PATHS IN A DIVERSE SOCIOCULTURAL CONTEXT FROM THE PERSPECTIVE OF COMPLEXITY. Revista UFG, Goiânia, v. 25, n. 31, 2025. DOI: 10.5216/revufg.v25.82019. Disponível em: https://revistas.ufg.br/revistaufg/article/view/82019. Acesso em: 5 dec. 2025.

Issue

Vol. 25 (2025): Revista UFG

Section

Dossier Learning in Teaching Processes with Research: Problematizing meta-themes and complex thinking

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