This paper presents a research that addresses fundamental themes for school inclusion in Brazil and Italy. The study aims to analyze the policies of school inclusion, identifying proximity and distances in these processes and in both contexts. In Italy, since the 1970s, there have been political movements for school inclusion, resulting in an education system in which pedagogical, normative and social devices interact from an inclusive perspective. In Brazil, progress on public inclusion policies has been recognized since the late 1990s.Based on the premises of qualitative research, the bibliographic study was developed through a broad survey that involved academic texts and normative documents. The theoretical bases refer to systemic thinking, in articulation with the productions of Gregory Bateson (2001), Humberto Maturana and Francisco Varela (1995). In addition, there was a broad search for studies on school inclusion policies produced in the two analyzed contexts. For the analysis, three fundamental approaches were established: school inclusion policies, teacher education and pedagogical practices. These dimensions are identified in their temporal variability and their specific guidelines as fundamental in triggering, sustaining and qualifying inclusion in both countries.

Inclusão escolar na Itália e no Brasil: proximidades e distâncias na política educacional

Antonello Mura;Antioco Luigi;Ilaria Tatulli;
2020-01-01

Abstract

This paper presents a research that addresses fundamental themes for school inclusion in Brazil and Italy. The study aims to analyze the policies of school inclusion, identifying proximity and distances in these processes and in both contexts. In Italy, since the 1970s, there have been political movements for school inclusion, resulting in an education system in which pedagogical, normative and social devices interact from an inclusive perspective. In Brazil, progress on public inclusion policies has been recognized since the late 1990s.Based on the premises of qualitative research, the bibliographic study was developed through a broad survey that involved academic texts and normative documents. The theoretical bases refer to systemic thinking, in articulation with the productions of Gregory Bateson (2001), Humberto Maturana and Francisco Varela (1995). In addition, there was a broad search for studies on school inclusion policies produced in the two analyzed contexts. For the analysis, three fundamental approaches were established: school inclusion policies, teacher education and pedagogical practices. These dimensions are identified in their temporal variability and their specific guidelines as fundamental in triggering, sustaining and qualifying inclusion in both countries.
2020
Este artigo apresenta uma pesquisa que aborda temas fundamentais para inclusão escolar no Brasil e na Itália. O estudo tem como objetivo analisar as políticas de inclusão escolar, identificando proximidades e distanciamentos nesses processos, nos dois contextos. Na Itália, desde a década de 1970, há movimentos políticos de inclusão escolar, resultando em um sistema de ensino no qual dispositivos pedagógicos, normativos e sociais interagem em uma perspectiva inclusiva. No Brasil, os progressos relativos às políticas públicas de inclusão escolar são reconhecidos a partir do final dos anos 1990. Com base nas premissas da pesquisa qualitativa, o estudo de caráter bibliográfico foi desenvolvido por meio de um amplo levantamento que envolveu textos acadêmicos e documentos normativos. As bases teóricas fazem referência ao pensamento sistêmico, na articulação com as produções de Gregory Bateson (2001), Humberto Maturana e Francisco Varela (1995). Além disso, houve ampla busca de estudos sobre políticas de inclusão escolar produzidos nos dois contextos analisados. Para a análise foram estabelecidos três eixos fundamentais de aproximação: políticas de inclusão escolar, formação de professores e práticas pedagógicas. Tais dimensões são identificadas em sua variabilidade temporal e suas diretrizes específicas, como fundamentais no desencadeamento, na sustentação e qualificação da inclusão nos dois países.
Special Education; school inclusion policies; pedagogical practices
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11584/295479
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