Inclusão na perspectiva da educação básica pública: desafios e possibilidades

Taiane Aparecida Ribeiro Nepomoceno; Irene  Carniatto

doi:10.48017/Diversitas_Journal-v6i3-1881

Inclusão na perspectiva da educação básica pública: desafios e possibilidades

Authors

Taiane Aparecida Ribeiro Nepomoceno Universidade Estadual do Oeste do Paraná – UNIOESTE https://orcid.org/0000-0003-3291-4221
Irene Carniatto Universidade Estadual do Oeste do Paraná – UNIOESTE https://orcid.org/0000-0003-1140-6260

DOI:

https://doi.org/10.48017/Diversitas_Journal-v6i3-1881

Abstract

ABSTRACT: Education on perspective of inclusion, it still represents a complex challenge, especially due to the problems faced in the public system. The main objective of this study was to discuss the process of school inclusion and its relationship with the challenges of teaching practice from the perspective of public basic education in Brazil. This is a review of narrative literature, which adopts the technique of bibliographic and documentary research. It was found that school inclusion seeks education for all in the same context, this does not represent the normalization of difference, but the understanding of it as diversity. In this context, factors such as: overcrowding in classrooms; insufficient teaching materials, architectural and pedagogical accessibility; teacher unpreparedness and non-execution of public policies are still challenges in basic public education, determinants of non-compliance with the principles of inclusive education. Therefore, it becomes a way to overcome these impasses by revising the curricula and political pedagogical projects, greater financial investments to meet the demands, restructuring public policies in line with the reality of the regions, training teachers, creating tools to improve the teaching work and, above all, the change in attitudes in the recognition and appreciation of the human being. It involves society as a whole and needs specific conditions to be put into practice, among many: the valorization of education as a practice of freedom, the recognition of difference as potential and the collective effort in adapting development opportunities.

KEYWORDS: School, Public policies, Teaching practice.

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Author Biographies

Taiane Aparecida Ribeiro Nepomoceno, Universidade Estadual do Oeste do Paraná – UNIOESTE

Mestra em Ciências Ambientais pela Universidade Estadual do Oeste do Paraná (UNIOESTE). Bióloga pelo Centro Universitário da Fundação Assis Gurgacz. Também é graduada em Pedagogia pela Universidade Paranaense - UNIPAR e em Letras/Língua Portuguesa pela ISEED. Especialista em Educação Especial e Educação do Campo pela Universidade Cândido Mendes. Pós graduada em Atendimento Educacional Especializado (AEE) pela Faculdade Eficaz. Especialista em Docência e Gestão do ensino superior pela Universidade Paranaense- UNIPAR. Em 2014 atuou como docente voluntária pela SEED, em turmas de Educação de jovens e adultos. Atuou em 2017 e 2018 como professora de Ciências e Biologia no Colégio Estadual Osório Duque Estrada no município de Diamante do Sul - PR e nos Colégios Duque de Caxias e Amâncio Moro em Corbélia - PR. Atualmente é Assistente de Pesquisa Agrícola da empresa Corteva Agriscience, estação de Toledo-PR. Pesquisadora do Grupo de Estudos e Pesquisas em Ciências Ambientais (GEPECIA) da UNIOESTE. Possui ampla experiência em revisão, correção e auxílio na escrita de textos técnicos e científicos.

Irene Carniatto, Universidade Estadual do Oeste do Paraná – UNIOESTE

Docente e pesquisadora na Universidade Estadual do Oeste do Paraná – UNIOESTE

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Published

2021-08-09

How to Cite

Nepomoceno, T. A. R., & Carniatto, I. . (2021). Inclusão na perspectiva da educação básica pública: desafios e possibilidades. Diversitas Journal, 6(3), 3518–3534. https://doi.org/10.48017/Diversitas_Journal-v6i3-1881

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Issue

Vol. 6 No. 3 (2021): Culture and tourism hand in hand with territorial development

Section

Educação e Ensino

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