scholarly journals Limites e desafios da educação inclusiva no campo: a experiência do projeto educativo do MST

2020 ◽  
pp. 1-24
Author(s):  
Luis Henrique Santos Barcellos ◽  
Claudio Rodrigues da Silva ◽  
Agnes Iara Domingos Moraes ◽  
Julio Cesar Torres
Keyword(s):  
Rural Education ◽  
Inclusive Education ◽  
Educational Experiences ◽  
Emancipatory Education ◽  
Central Lines ◽  
Educational Project ◽  
Rural Workers ◽  
Documentary Analysis ◽  
Organizational Principles ◽  
Democratic Relations

The objective of this research was to analyze the Inclusive Education in MST guiding documents, more specifically, in its education proposal. For the development of the study, bibliographic research and documentary analysis were used. The Movement of Landless Rural Workers (MST) is the main Brazilian movement of struggle and resistance for land and against the advancement of capitalism. To defend its ideas, the MST chooses as one of the central lines the development of an emancipatory education, which combines work and education in the management of production, through democratic relations and actions. The research seeks to investigate how the Movement treats inclusion in its educational project, therefore, an approximation was established between Special and Inclusive Education, and these with Rural Education, based on the guidelines expressed in the MST pedagogical project. It was possible to verify general organizational principles, but, due to the territorial dimension of the Movement's actions, and the respect for the particularities of the actions taken in the localities, the different educational experiences of the MST may disagree, to a greater or lesser extent, with each other.

scholarly journals New Communication Technologies for Inclusive Education in and outside the Classroom

2013 ◽  
pp. 271-284 ◽  
Author(s):  
Ana Iglesias ◽  
Belén Ruiz-Mezcua ◽  
Juan Francisco López ◽  
Diego Carrero Figueroa
Keyword(s):  
Real Time ◽  
Mobile Devices ◽  
Inclusive Education ◽  
Foreign Students ◽  
Research Work ◽  
Communication Technologies ◽  
Educational Environment ◽  
Communication Barriers ◽  
Education For All ◽  
Educational Project

This chapter explores new communication technologies and methods for avoiding accessibility and communication barriers in the educational environment. It is focused on providing real-time captions so students with hearing disabilities and foreign students, among others, could participate in an inclusive way in and outside the classroom. The inclusive proposals are based on the APEINTA educational project, which aims for accessible education for all. The research work proposes the use of mobile devices for teacher and students in order to provide more flexibility using the APEINTA real-time captioning service. This allows using this service from anywhere and at anytime, not only in the classroom.

scholarly journals Dialogic Learning Environments That Enhance Instrumental Learning and Inclusion of Students With Special Needs in Secondary Education

2021 ◽  
Vol 12 ◽  
Author(s):  
Diego Navarro-Mateu ◽  
Teresa Gómez-Domínguez ◽  
María Padrós Cuxart ◽  
Esther Roca-Campos
Keyword(s):  
Secondary Education ◽  
Special Needs ◽  
Inclusive Education ◽  
Instrumental Learning ◽  
Educational Systems ◽  
Successful Implementation ◽  
Special Educational Needs ◽  
Educational Strategies ◽  
Students With Special Needs ◽  
Documentary Analysis

Across Europe, the enrolment of students with special educational needs in regular classrooms is increasing, although it does not always mean access to high quality educational experience. In this context, inclusive education has been enhanced in most educational systems, but its successful implementation is still limited and has become a challenge in most countries, and specially in secondary education, when segregation due to learning achievement is more frequent. Educational practices that take into account the potential of promoting learning interactions within heterogeneous groups of students have already demonstrated contributing to educational inclusion of students with special needs. In this study we analyse the case of a secondary education school located in Valencian Community (Spain), which educates students with special needs along with their typically developing peers and is characterized by its inclusive ethos. The analysis focuses on three educational strategies implemented in the school and their impact on educational improvement and inclusion of the students with special needs: (1) co-teaching, (2) interactive groups, (3) dialogic literary gatherings. Qualitative data were obtained from communicative focus groups with teachers, communicative life stories with students and relatives, communicative observations of the three educational strategies and documentary analysis. The findings show significant increase in the students' instrumental learning, as well as an improvement in these students' overall inclusion in the school.

scholarly journals Active methodologies as a key element in teacher training for educational inclusion

2020 ◽  
Vol 7 (3) ◽  
pp. 13-19
Author(s):  
Lina Higueras-Rodriguez ◽  
Marta Medina-Garcia
Keyword(s):  
Teacher Training ◽  
Active Learning ◽  
School Improvement ◽  
Student Learning ◽  
Inclusive Education ◽  
Qualitative Methodology ◽  
Educational Experiences ◽  
Interpretive Study ◽  
Training Programmes ◽  
Educational Inclusion

The purpose of this research is to show the results obtained in relation to the improvement of training to promote student learning from an inclusive perspective. Teacher training in active learning methods for the promotion of inclusive education is essential to ensure quality and equity in student learning. Through the analysis of educational experiences, courses and programmes, we understand that it can help in the practice of the classroom and in the meaningful learning of students. Starting from a qualitative methodology, we approach a descriptive–interpretive study of the information present in different programmes and experiences. We conclude that there are teacher training programmes that guarantee the use of active methodologies from an inclusive perspective.   Keywords: Active methodologies, teacher training, inclusion, school improvement.

The Changing Terrain of Rural Contention in Brazil: Institutionalization and Identity Development in the Landless Movement's Educational Project

2017 ◽  
Vol 59 (03) ◽  
pp. 3-26
Author(s):  
Anthony Pahnke
Keyword(s):  
Identity Development ◽  
Collective Action ◽  
Public Policies ◽  
Educational Opportunities ◽  
Educational Project ◽  
Rural Workers ◽  
Economic Production ◽  
Landless Movement ◽  
The Creation ◽  
Landless Rural Workers Movement

Abstract Studies of the Brazilian Landless Movement, particularly the MST (Movimento dos Trabalhadores Rurais Sem Terra, Landless Rural Workers' Movement), note two periods of collective action: the time when tactics such as land occupations are deployed to acquire land (luta pela terra) and subsequent mobilizations to develop territory (luta na terra). The latter period, which includes fostering educational opportunities and coordinating economic production, features prolonged interaction with government authorities. Instead of demobilizing during institutionalization, this study argues, postoccupation practices are as contentious as seizing territory. This is apparent in the movement's efforts to influence public policies that lead to the creation of schools where a contentious, movement-centered identity develops. Documenting the movement's efforts in education provides a way to understand how the current moment in rural contention in Brazil—called by some the time to acumular forças (accumulate forces)—remains collective and political instead of indicating movement decline.

The Changing Terrain of Rural Contention in Brazil: Institutionalization and Identity Development in the Landless Movement's Educational Project

2017 ◽  
Vol 59 (3) ◽  
pp. 3-26 ◽  
Author(s):  
Anthony Pahnke
Keyword(s):  
Identity Development ◽  
Collective Action ◽  
Public Policies ◽  
Educational Opportunities ◽  
Educational Project ◽  
Rural Workers ◽  
Economic Production ◽  
Landless Movement ◽  
The Creation ◽  
Landless Rural Workers Movement

AbstractStudies of the Brazilian Landless Movement, particularly the MST (Movimento dos Trabalhadores Rurais Sem Terra, Landless Rural Workers' Movement), note two periods of collective action: the time when tactics such as land occupations are deployed to acquire land (luta pela terra) and subsequent mobilizations to develop territory (luta na terra). The latter period, which includes fostering educational opportunities and coordinating economic production, features prolonged interaction with government authorities. Instead of demobilizing during institutionalization, this study argues, postoccupation practices are as contentious as seizing territory. This is apparent in the movement's efforts to influence public policies that lead to the creation of schools where a contentious, movement-centered identity develops. Documenting the movement's efforts in education provides a way to understand how the current moment in rural contention in Brazil—called by some the time toacumular forças(accumulate forces)—remains collective and political instead of indicating movement decline.

scholarly journals Educação do Campo e Educação Especial: interlocução entre modalidades inclusivas na contemporaneidade

2020 ◽  
pp. 1-25
Author(s):  
Taiana Furtado dos Anjos ◽  
Allan Rocha Damasceno
Keyword(s):  
Special Education ◽  
Rural Education ◽  
Inclusive Education ◽  
Rural Schools ◽  
Basic Education ◽  
Public Policies ◽  
National Policy ◽  
Educational Legislation ◽  
Legal Provisions ◽  
Legal Frameworks

This article discusses the theoretical and conceptual reflections of the interface between Special Education and Rural Education in the context of Brazilian public policies in contemporary times. Therefore, it is necessary to understand the concept of Rural Education within a historical approach drawn by social movements against the mechanisms of exclusion and segregation of peasant subjects, including in this process the target audience of Special Education, strengthening the movement of struggle and resistance to guarantee inclusive social rights already won in the legal provisions. Our intention is to present the main legal frameworks of Brazilian educational legislation, seeking to identify the elements that establish a dialogue between Special Education and Rural Education as modalities of Inclusive Education in contemporary society, with emphasis on the Operational Guidelines for Basic Education in Rural Schools and its Complementary Guidelines and the National Policy on Special Education from the perspective of Inclusive Education, among others. This article is a bibliographic essay that uses the lens of Critical Theory, with emphasis on Theodor Adorno's thinking, in the critical-reflexive analysis of Special Education in the Field, resulting in the identification of the main elements of convergence that consolidate the interface between the modalities aforementioned, evidencing the necessary articulation in the consolidation of inclusive public policies for students targeting Special Education in rural schools.

scholarly journals Journeying Beyond: Digital Storytelling with Rural Youth

2018 ◽  
Vol 38 (2) ◽  
Author(s):  
Bea Staley
Keyword(s):  
United States ◽  
High School ◽  
Rural Education ◽  
Digital Storytelling ◽  
Current Knowledge ◽  
Educational Experiences ◽  
Rural Youth ◽  
Rural Students ◽  
Methodological Framework ◽  
Future Selves

This paper describes a digital storytelling project, completed with two classes of “non-college bound” Seniors at Shady Grove High School in the Midwestern United States. Using narrative inquiry as a methodological framework, student’s stories were examined and considered as meaningful contributions to current knowledge about issues in rural education. Three broad themes revealed themselves in the student’s work: 1. High school is viewed solely as a pipeline to college, 2. High school is not seen as “useful” or meaningful for students with career aspirations that do not require a four-year college degree, and 3. High school is mediated through the relationships formed there (teacher and peer). This project revealed the complex and complicated ways in which one group of rural students engaged with digital literacies to reflect on who they are, how they see themselves, and how they view their educational experiences connecting to their future selves.

scholarly journals The Coexistence Plan at a Secondary School: Analysis Based on the Voices of Students and Teachers

2019 ◽  
Author(s):  
Gustavo González-Calvo ◽  
David Hortigüela-Alcalá ◽  
Alejandra Hernando-Garijo ◽  
Ángel Pérez-Pueyo
Keyword(s):  
Secondary School ◽  
Student Learning ◽  
Inclusive Education ◽  
Qualitative Methodology ◽  
Educational Practice ◽  
School Community ◽  
School Management ◽  
Social Setting ◽  
Educational Project ◽  
Education Culture

The main objective of this research is to analyse the Plan for Coexistence at a Spanish Secondary School and its implementation from the perspective of an inclusive model of school management. Beginning with a theoretical review of different national and international contributions centred on inclusive education and the improvement of school coexistence, we have chosen a qualitative methodology that will enable us to listen and to give a voice to the main members of the school community: students and teachers. We show how the Citizenship Plan follows an inclusive focus, enhancing the participation of the whole community in the different activities that it proposes and how these activities influence student learning. We therefore follow international patterns for inclusive education: culture, politics, and educational practice. As a result, an improvement in the participation of the school community improves the school atmosphere. This participation should be brought about in an efficient and active way, not only by informing, but also by actually taking part in the educational project of the students and in its social setting.

scholarly journals Educação de Jovens e Adultos do/no campo e as políticas educacionais: conquistas a partir dos movimentos sociais

2020 ◽  
pp. 1-20
Author(s):  
Adalberto Penha de Paula ◽  
Marina Comerlatto da Rosa
Keyword(s):  
Social Movements ◽  
Rural Education ◽  
Adult Education ◽  
Pedagogical Practices ◽  
Education Policies ◽  
Rural Workers ◽  
Academic Production ◽  
Starting Point ◽  
Landless Rural Workers Movement ◽  
The Right

This paper discusses Rural Education and its relation with the field social movements, from the education reality in a settlement of the Landless Rural Workers’ Movement. Its starting point is the school processes related to the Youth and Adult Education in the countryside, considering the education policies registered in the documents that guide the teaching practices carried out in the routine of the field school. It is based on the conception of education and school for Rural Education and the MST pedagogical practices, that is, pedagogical and philosophical principles that support the fight for land and for the right to education within this field social movement. The study problematizes the documents produced by the Education Secretariat of the State of Paraná, the materials produced by the MST and the academic production on Rural Education and Youth and Adult Education. Finally, the results point out the government’s disregard with the Rural Education and evidences that with the advent of social movements a strong pro-education movement appeared in Brazil, one which fights for the guarantee of the rights of the peasants, the waters and the forests.

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