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Abstract(s)
Este artigo constitui uma reflexão dialéctica e dialógica sobre a educação especial e a educação inclusiva. Parte de um texto mais curto, produzido a partir de um convite para uma intervenção, na Assembleia da República, na Conferência sobre Educação Especial, realizada a 21 de Março de 2012. Baseia-se na análise dos actuais documentos de política educativa, bem como em 30 anos de práticas profissionais, relacionadas com a educação de alunos cujas características indiciam que precisam de apoios educativos especializados. Descrevem-se os aspectos já conseguidos, que designamos por pequenos passos, assim como os retrocessos que se foram observando neste processo de procurar desenvolver uma educação mais inclusiva. Discutem-se aspectos conceptuais e terminológicos que nos parecem importantes para contribuirmos para uma educação e sociedade mais inclusivas, sustentando-os teoricamente e em evidências empíricas resultantes da investigação e das práticas. Por último, assinala-se o caminho que ainda falta percorrer e iluminam-se possíveis formas de actuação, inclusive quanto à legislação, que facilitariam o percurso em direcção a práticas educativas mais inclusivas. Em síntese, constitui uma análise, avaliação, reflexão critica e partilha do que foi construído e desconstruído, ao longo das últimas décadas, no domínio da educação e diversidade.
This paper is a dialectical and dialogical reflection regarding special education and inclusive education. It is based on a shorter version of a paper produced for my intervention at the Conference on Special Education that took part at the Parliament (Assembleia da República) on the 21st March 2012. It is based on the analysis of the educational policy documents and in 30 years of professional practices regarding the education of pupils whose characteristics ask for special educational support. We describe the issues that were already accomplished, hereby designated as small steps, as well as the withdrawals that we observed in this process of trying to develop a more inclusive education. We discuss conceptual and terminological issues that are important in order to contribute to a more inclusive education and society. These aspects are sustained theoretically and in empirical evidences based on research and on professional practices. Last but not least, we uncover the way that we still need to go through and we illuminate possible ways of acting, including what regards the legislation, and which would facilitate the path towards more inclusive educational practices. Summing up: this paper is an analysis, evaluation, critical reflection and way of sharing what was already constructed and destroyed during the last decades in the domain of education and diversity.
This paper is a dialectical and dialogical reflection regarding special education and inclusive education. It is based on a shorter version of a paper produced for my intervention at the Conference on Special Education that took part at the Parliament (Assembleia da República) on the 21st March 2012. It is based on the analysis of the educational policy documents and in 30 years of professional practices regarding the education of pupils whose characteristics ask for special educational support. We describe the issues that were already accomplished, hereby designated as small steps, as well as the withdrawals that we observed in this process of trying to develop a more inclusive education. We discuss conceptual and terminological issues that are important in order to contribute to a more inclusive education and society. These aspects are sustained theoretically and in empirical evidences based on research and on professional practices. Last but not least, we uncover the way that we still need to go through and we illuminate possible ways of acting, including what regards the legislation, and which would facilitate the path towards more inclusive educational practices. Summing up: this paper is an analysis, evaluation, critical reflection and way of sharing what was already constructed and destroyed during the last decades in the domain of education and diversity.
Description
Número especial sobre Ética e Educação
Keywords
Educação inclusiva Exclusão Participação Equidade Poder
Pedagogical Context
Citation
Interacções, n. 21, pp. 68-94, 2012.