A percepção docente sobre conceitos, políticas e práticas inclusivas

Um estudo de caso no brasil

Bibliographic Data

ID21853933
AuthorsEladio Sebastián-Herdero (0000-0003-0293-4395, Universidade Federal de Mato Grosso do Sul), Alexandra Ayach Anache (0000-0002-7937-4448, Universidade Federal de Mato Grosso do Sul)
Year2020
Volume15
Issueesp. 1
Pages1018-1037
Publication date2020-03-04
Open AccessYes
TypeARTICLE
VenueRevista Ibero-Americana de Estudos em Educação (JOURNAL)
Journal identifiersISSN: 1982-5587 • E-ISSN: 2446-8606
PublisherRevista Ibero-Americana de Estudos em Educacao (PUBLISHER)
DOI10.21723/riaee.v15iesp.1.13514
OpenAlexW3014007842
LanguagePT
Citations received4
References cited1

Inclusive education stills a challenge and a goal to be achieved for the benefit of education for all, within the regular school and in the care of students who have learning difficulties, whether these being special education students or not. This text presents a qualitative case study conducted with 51 teachers from public schools in Mato Grosso do Sul, related to their perceptions of inclusive concepts, policies and inclusive practices. Thus, the results points out that, although many teachers have the acquired concepts, the sensations of discredit, lack of support and resources or organization have implications in their constructions on the subject. These important elements configure for this sample a different kind of approach to inclusion that is divides itself between inclusive educational actions and practices and lack of adequated answers derived from this construction of concepts

Library science · Pedagogy · Perception · Political science · Qualitative research · Social science · Sociology · Computer Science · Education Pedagogy and Practices · Educational Practices and Policies · Inclusive Education and Diversity · Psychology · Social Psychology

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