scholarly journals A educação especial nas escolas em áreas remanescentes de quilombos: a realidade mostrada pelos indicadores educacionais

2017 ◽  
pp. 11 ◽  
Author(s):  
Juliana Vechetti Mantovani ◽  
Taisa Grasiela Gomes Liduenha Gonçalves
Keyword(s):  
Social Sciences ◽  
Special Education ◽  
Students With Disabilities ◽  
Basic Education ◽  
Statistical Treatment ◽  
The United States ◽  
Adverse Conditions ◽  
Palabras Clave ◽  
The Social ◽  
Educacion Especial

Dados revelam que é recente a preocupação com a educação especial em quilombos. Contudo, a Fundação Cultural Palmares aponta números crescentes de regularização de terras quilombolas em todo território nacional, o que fortalece o debate sobre as escolas localizadas nessas comunidades. Neste estudo, buscou-se mapear as regiões do Brasil nas quais há escolas situadas em áreas remanescentes de quilombos, observar suas características e verificar quais delas contam com a educação especial para alunos, membros das comunidades com deficiência, altas habilidades e transtornos globais do desenvolvimento, público alvo da educação especial. Para tanto, foi realizado um trabalho com indicadores educacionais do ano de 2015. A seleção deste período justifica-se no fato de serem estes os dados mais atualizados sobre a temática em estudo.Para a leitura e tratamento estatístico dos microdados da Educação Básica, foi utilizado o software IBM SPSS, Statistical Package for the Social Sciences. Foram analisados, nos microdados do censo escolar, os dados das escolas segundo a localização diferenciada, área remanescente de quilombo no ensino regular, na educação especial e atendimento educacional especializado, um dos serviços da educação especial. Além disso, foram registrados dados específicos sobre caracterização e infraestrutura das escolas. Os resultados mostram que há alunos com deficiências nas escolas localizadas em área remanescente de quilombo tentando se escolarizar e que, em condições adversas, as escolas vêm buscando cumprir seu papel. Há escolas que oferecem o atendimento educacional especializado, contudo, ainda é uma minoria. Palavras chave: Educação Especial. Área Remanescente de Quilombo. Escola. La educación especial en las escuelas en áreas remanentes de quilombos: la realidad mostrada por los indicadores educativos ABSTRACTData reveal that the concern with special education in quilombos is recent. However, the Palmares Cultural Foundation points out increasing numbers of quilombola lands regularization throughout the national territory, which strengthens the debate about schools located in the communities. This study aimed to map the regions of Brazil where there are schools located in remaining areas of quilombos, their characteristics and which have special education for students, members of communities with disabilities, high skills and global development disorders disorders, target public special education. To do so, the study was carried out with educational indicators for the year 2015. The selection of this period is justified by the fact that these are the most up-to-date data on thesubject under study. Statistical Package for the Social Sciences was used for reading and statistical treatment of Basic Education microdata. In this paper, we present a review of the literature on the education of children and adolescents in the United States. In addition, specific data on school characterization and infrastructure were recorded. The results show that there are students with disabilities in the schools located in the remaining quilombo area trying to go to school and that in adverse conditions the schools have been trying to fulfi ll their role. There are schools that offer specialized educational services, yet it is still a minority. Keywords: Special Education. Remaining Area of Quilombo, School. La Educación especial en las escuelas en áreas remanentes de quilombos: la realidad mostrada por los indicadores educativos RESUMEN Datos revelan que es reciente la preocupación por la educación especial en quilombos. Sin embargo, la Fundación Cultural Palmares señala cifras crecientes de regularización de tierras quilombolas en todo el território nacional, lo que fortalece el debate sobre las escuelas ubicadas en esas comunidades. En este estudio, se buscó mapear las regiones de Brasil em las que hay escuelas situadas en áreas remanentes de quilombos, observar sus características y verificar cuáles de ellas cuentan con la educación especial para alumnos, miembros de las comunidades con discapacidad,altas habilidades y trastornos globales del desarrollo, público objetivo de la educación especial. Por lo tanto, se realizó un trabajo con indicadores educativos del año 2015. La selección de este período se justifica en el hecho de que estos son los datos más actualizados sobre la temática em estudio. Para la lectura y el tratamiento estadístico de los microdatos de Educación Básica, se utilizó el software IBM SPSS, Statistical Package for the Social Sciences. En los microdatos del censo escolar se analizaron los datos de las escuelas según la localización diferenciada, área remanente de quilombo en la enseñanza regular, en la educación especial y atención educativa especializada, uno de los servicios de la educación especial. Además de esto, se registraron datos específi cos sobre caracterización e infraestructura de las escuelas. Los resultados muestran que hay alumnos con discapacidades en las escuelas ubicadas en área remanente de quilombo intentando escolarizarse y que, en condiciones adversas, lãs escuelas vienen buscando cumplir su papel. Hay escuelas que ofrecen la atención educativa especializada, sin embargo, sigue siendo una minoría. Palabras clave: Educación Especial. Área Restante de Quilombo. Escuela.

scholarly journals Travessias e desafios da formação docente de Geografia: educação especial na perspectiva da educação inclusiva (p.141-163)

2018 ◽  
pp. 141-163
Author(s):  
Luiz Martins Junior ◽  
Rosa Elisabete Militz Wypyczynski Martins
Keyword(s):  
Special Education ◽  
Teacher Training ◽  
Inclusive Education ◽  
Basic Education ◽  
Teaching Profession ◽  
Basic Premise ◽  
Social Barriers ◽  
Palabras Clave ◽  
Pedagogical Relationship ◽  
Educacion Especial

Resumo Este artigo busca discutir os saberes docentes destacando os caminhos para a formação dos professores de Geografia na perspectiva da educação inclusiva no contexto brasileiro, tendo como unidade de análise a atuação dos professores na relação pedagÓgica com os estudantes da educação especial. O estudo, de caráter qualitativo e natureza exploraratÓr1a, utilizou como ferramenta de coleta de dados questionário estruturado, aplicado com cinco professores de Geografia que atuam na Educação Básica. O percurso da pesquisa possibilitou identificar que, no cotidiano docente, no que tange à prática de uma educação inclusiva, os professores de Geografia encontram barreiras atitudinais, arquitetônicas, comumcacionais e sociais. Ao mesmo tempo, conclui-se que os professores pesquisados manifestam a compreensão sobre a necessidade de construir o fazer docente também pautado na diversidade e respeitando os direitos de igualdade e autonomia dos estudantes como premissa básica para o exercício da cidadania. Palavras-chave: Formação de professores. Geografia. Educação especial. Crossings and challenges of teacher training in Geography: special education in the perspective of inclusive education Abstract Th1S article seeks to discuss the teaching knowledge, highlighting the paths for the formation of Geography teachers in the perspective of Inclusive Education in the Brazilian context. It has as a unit of analysis the performance of teachers in the pedagogical relationship with students of special education. The qualitative and exploratory nature of the study used, as a data collection tool, a structured questionnaire, applied with five Geography teachers who work in Basic Education. The course of the research made it possible to identify that teachers of Geography encounter attitudinal, architectural, communicative and social barriers in everyday teaching, in What concerns the practice of an inclusive education. At the same time, we conclude that the researched teachers express an understanding of the need to build the teaching profession, which is also based on dlversity and respecting the rights of equality and autonomy of students as a basic premise for the exerclse of citizenship. Keywords: Teacher training. Geography. Special education. Travesías y desafios de la formación docente de Geografía: educación especial en la perspectiva de la educación inclusiva Resumen Este artículo busca discutir los saberes docentes destacando los cammos para Ia formaciÓn de Ios profesores de Geografia en Ia perspectiva de Ia Educación Inclusiva en el contexto braslleño, teniendo como unidad de análisis la actuaciÓn de los profesores en la relaciÓn pedagÓgica con los estudiantes de la educaciÓn especial. El estudio, de carácter cualitativo y naturaleza exploratoria, utilizó como herrarnlenta de recolecciÓn de datos cuestionario estructurado, aplicado con cinco profesores de Geografia que actÚan en la Educación Básica. El recorrido de la investigación posibilitó identificar qué en el cotidiano docente, en lo que toca a Ia práctica de una educaciÓn inclusiva, Ios profesores de Geografia encuentran barreras actitudinales, arquitectónicas, comunicacionales y sociales. Al mismo tiempo, concluimos que Ios profesores encuestados manifiestan Ia comprensiÓn de la necesidad de construir el hacer docente también pautado en la diversidad y respetando Ios derechos de igualdad y autonomía de Ios estudiantes como premi- sa básica para el ejercicio de la ciudadanía. Palabras clave: FormaciÓn de profesores. Geografia. Educación especial.

Local Histories/Global Designs

2012 ◽  
Author(s):  
Walter D. Mignolo
Keyword(s):  
Social Sciences ◽  
Central America ◽  
Postcolonial Studies ◽  
The United States ◽  
Philosophy Of History ◽  
South Central ◽  
The Social ◽  
The Caribbean ◽  
Border Thinking ◽  
East West

This book is an extended argument about the “coloniality” of power. In a shrinking world where sharp dichotomies, such as East/West and developing/developed, blur and shift, this book points to the inadequacy of current practices in the social sciences and area studies. It explores the crucial notion of “colonial difference” in the study of the modern colonial world and traces the emergence of an epistemic shift, which the book calls “border thinking.” Further, the book expands the horizons of those debates already under way in postcolonial studies of Asia and Africa by dwelling on the genealogy of thoughts of South/Central America, the Caribbean, and Latino/as in the United States. The book's concept of “border gnosis,” or sensing and knowing by dwelling in imperial/colonial borderlands, counters the tendency of occidentalist perspectives to manage, and thus limit, understanding. A new preface discusses this book as a dialogue with Hegel's Philosophy of History.

scholarly journals An Attack on the Separation of Powers? Strategic Climate Litigation in the Eyes of U.S. Judges

2021 ◽  
Vol 13 (15) ◽  
pp. 8335
Author(s):  
Jasmina Nedevska
Keyword(s):  
Social Sciences ◽  
Climate Change ◽  
United States ◽  
Separation Of Powers ◽  
The United States ◽  
Checks And Balances ◽  
Climate Politics ◽  
The Social ◽  
Domestic Courts ◽  
Research Plan

Climate change litigation has emerged as a powerful tool as societies steer towards sustainable development. Although the litigation mainly takes place in domestic courts, the implications can be seen as global as specific climate rulings influence courts across national borders. However, while the phenomenon of judicialization is well-known in the social sciences, relatively few have studied issues of legitimacy that arise as climate politics move into courts. A comparatively large part of climate cases have appeared in the United States. This article presents a research plan for a study of judges’ opinions and dissents in the United States, regarding the justiciability of strategic climate cases. The purpose is to empirically study how judges navigate a perceived normative conflict—between the litigation and an overarching ideal of separation of powers—in a system marked by checks and balances.

Do We Need a Postmodern Anthropology for Mission in a Postcolonial World?

2011 ◽  
Vol 28 (2) ◽  
pp. 151-169 ◽  
Author(s):  
Michael A. Rynkiewich
Keyword(s):  
Social Sciences ◽  
United States ◽  
World War Ii ◽  
Cultural Anthropology ◽  
The United States ◽  
Symbiotic Relationship ◽  
World War ◽  
Fields Of Study ◽  
The Social ◽  
Cross Fertilization

Abstract There was a time when mission studies benefitted from a symbiotic relationship with the social sciences. However, it appears that relationship has stagnated and now is waning. The argument is made here, in the case of cultural anthropology both in Europe and the United States, that a once mutually beneficial though sometimes strained relationship has suffered a parting of the ways in recent decades. First, the article reviews the relationships between missionaries and anthropologists before World War II when it was possible to be a ‘missionary anthropologist’ with a foot in both disciplines. In that period, the conversation went two ways with missionary anthropologists making important contributions to anthropology. Then, the article reviews some aspects of the development of the two disciplines after World War II when increasing professionalism in both disciplines and a postmodern turn in anthropology took the disciplines in different directions. Finally, the article asks whether or not the conversation, and thus the cross-fertilization, can be restarted, especially since the youngest generation of anthropologists has recognized the reality of local Christianities in their fields of study.

Prospects for Social Reporting in the United States: A Receding Horizon

1987 ◽  
Vol 8 (x) ◽  
pp. 251-261
Author(s):  
Richard C. Rockwell
Keyword(s):  
Social Sciences ◽  
United States ◽  
Real World ◽  
The United States ◽  
Social Reporting ◽  
Social Scientists ◽  
Scientific Advance ◽  
The Real ◽  
Incomplete Model ◽  
The Social

This essay sets forth the thesis that social reporting in the United States has suffered from an excess of modesty among social scientists. This modesty might be traceable to an incomplete model of scientific advance. one that has an aversion to engagement with the real world. The prospects for social reporting in the United States would be brighter if reasonable allowances were to be made for the probable scientific yield of the social reporting enterprise itself. This yield could support and improve not only social reporting but also many unrelated aspects of the social sciences.

Human Nature and Economic Institutions: Instinct Psychology, Behaviorism, and the Development of American Institutionalism

2004 ◽  
Vol 26 (4) ◽  
pp. 445-477 ◽  
Author(s):  
Pier Francesco Asso ◽  
Luca Fiorito
Keyword(s):  
Social Sciences ◽  
United States ◽  
William James ◽  
The United States ◽  
Economic Behavior ◽  
Behavioral Analysis ◽  
Thorstein Veblen ◽  
Starting Point ◽  
The Social

Recent articles have explored from different perspectives the psychological foundations of American institutionalism from its beginning to the interwar years (Hodgson 1999; Lewin 1996; Rutherford 2000a, 2000b; Asso and Fiorito 2003). Other authors had previously dwelled upon the same topic in their writings on the originsand development of the social sciences in the United States (Curti 1980; Degler 1991; Ross 1991). All have a common starting point: the emergence during the second half of the nineteenth century of instinct-based theories of human agency. Although various thinkers had already acknowledged the role of impulses and proclivities, it was not until Darwin's introduction of biological explanations into behavioral analysis that instincts entered the rhetoric of the social sciences in a systematic way (Hodgson 1999; Degler 1991). William James, William McDougall, and C. Lloyd Morgan gave instinct theory its greatest refinement, soon stimulating its adoption by those economists who were looking for a viable alternative to hedonism. At the beginning of the century, early institutionalists like Thorstein Veblen, Robert F. Hoxie, Wesley C. Mitchell, and Carleton Parker employed instinct theory in their analysis of economic behavior. Their attention wasdrawn by the multiple layers of interaction between instinctive motivation and intentional economic behavior. Debates on the role of instinctsin economicswere not confined to the different souls of American Institutionalism, and many more “orthodox” figures, like Irving Fisher or Frank Taussig, actively participated.

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