scholarly journals ENSINO DE GEOGRAFIA NO CONTEXTO DA DIVERSIDADE E DA INCLUSÃO EDUCACIONAL

2021 ◽  
Vol 11 (21) ◽  
pp. 05-23
Author(s):  
Solange Lucas Ribeiro ◽  
Juliana Oliveira dos Santos
Keyword(s):  
Students With Disabilities ◽  
Collaborative Research ◽  
Autism Spectrum ◽  
Quality Education ◽  
Education For All ◽  
Right To Education ◽  
Geography Teaching ◽  
Research Findings ◽  
The Right ◽  
Educational Inclusion

As políticas inclusivas apontam avanços no direito à escolarização de alunos, contemplando a sua diversidade. Dessa forma, pessoas com deficiência, transtorno do espectro autista, altas habilidades e outras singularidades, vem ocupando espaços nas escolas. Contudo, há muito a ser percorrido para que a inclusão se efetive, sendo um dos pilares, a mediação pedagógica, a partir da escuta sensível, que permite atender às necessidades e especificidades dos alunos. O presente artigo intenciona analisar e problematizar as práticas docentes e os recursos didáticos, utilizados no ensino de Geografia, com ênfase na categoria Lugar e na cartografia tátil. A temática é relevante, pois há uma imagem estereotipada da geografia escolar, considerada como uma disciplina mnemônica, difícil, que urge ser desconstruída, sobretudo para alunos com deficiência, que vivenciam a chamada “inclusão marginal”. O texto é produto de uma pesquisa colaborativa, com desenvolvimento de oficinas, a partir de dados coletados em entrevistas, grupos focais e questionários.  Nos achados da pesquisa, assume destaque a subtração do direito à educação, pela falta de equidade de oportunidades e de recursos táteis não usados pela grande maioria dos professores. Nesse sentido, uma educação de qualidade, para todos, é um desafio necessário e urgente que a sociedade deve assegurar. Palavras-chave Ensino de geografia, Diversidade, Inclusão, Cartografia tátil.   TEACHING GEOGRAPHY IN THE CONTEXT OF DIVERSITY AND EDUCATIONAL INCLUSION Abstract Inclusive policies point to advances in the right to schooling for students, taking into account their diversity. Thus, people with disabilities, autism spectrum disorder, high skills and other singularities, have been occupying spaces in schools. However, there is much to be done for inclusion to become effective, one of the pillars being pedagogical mediation, based on sensitive listening, which allows meeting the needs and specificities of students. This article intends to analyze and problematize teaching practices and didactic resources, used in the teaching of Geography, with emphasis on the category Place and tactile cartography. The theme is relevant, as there is a stereotyped image of school geography, considered as a mnemonic, difficult discipline, which urgently needs to be deconstructed, especially for students with disabilities, who experience the so-called “marginal inclusion”. The text is the product of collaborative research, with the development of workshops, based on data collected in interviews, focus groups and questionnaires. In the research findings, the subtraction of the right to education is highlighted, due to the lack of equity in opportunities and tactile resources not used by the vast majority of teachers. In this sense, quality education for all is a necessary and urgent challenge that society must ensure. Keywords Geography teaching, Diversity, Inclusion, Tactile cartography.

scholarly journals The Right to Inclusive Education in the Light of the Convention on the Rights of Persons with Disabilities

1970 ◽  
pp. 329-342
Author(s):  
Boubacar Sidi Diallo
Keyword(s):  
Human Rights ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Academic Progress ◽  
Social Situation ◽  
Quality Education ◽  
Educational Institutions ◽  
Right To Education ◽  
Persons With Disabilities ◽  
The Right

This article examines the rights of persons with disabilities in the field of inclusive education based on fundamental human rights outlined in the Convention on the Rights of Persons with Disabilities. Inclusive education is essential to achieve universal respect for the right to education, including persons with disabilities. Only inclusive education systems can offer persons with disabilities both quality education and the opportunity to improve their social situation. Inclusive education is not just about placing students with disabilities in mainstream educational institutions; it also means making them feel welcome, respected and valued. The values that underlie the concept of inclusive education reinforce the capacity of everyone to achieve their goals and to conceive of diversity as a source of enrichment. Students with disabilities need appropriate support to participate in the education system on an equal basis with other students. Ordinary educational institutions must provide students with disabilities with a learning environment that maximizes academic progress and socialization.

scholarly journals Políticas estudiantiles en la formación docente: Problemas pedagógicos y debates en perspectiva suramericana

2018 ◽  
Vol 26 ◽  
pp. 159 ◽  
Author(s):  
Alejandra Birgin ◽  
Alejandro Vassiliades
Keyword(s):  
Teacher Training ◽  
Latin American ◽  
International Organizations ◽  
Right To Education ◽  
New Students ◽  
Training Institutions ◽  
Teaching Positions ◽  
The Right ◽  
Educational Inclusion ◽  
Latin American Countries

Within the framework of the process of enrollment expansion in teacher training (in the context of the expansion of the higher education level), some Latin American countries have developed specific policies for the student population of teacher training institutions. In this article we analyze how these policies bring new questions to the field of teacher training, linked to the ways in which “new” students are questioned and their effects on the construction of teaching positions. For this, we address a series of speeches from international organizations (with marked influence in the region), which coincide in describing future teachers as deficit subjects. At the same time, we go through a set of student policies that assumed diverse orientations regarding the right to education of these populations and regarding the right of their future students. We understand that these policies and discourses have an effect on the configuration of teaching positions with respect to educational inclusion.

scholarly journals Alianza estado-sociedad C=civil: Debates y desafíos en la co-gestión de políticas de inclusión educativa en Uruguay y Argentina

2020 ◽  
Vol 28 ◽  
pp. 43
Author(s):  
Andres Peregalli
Keyword(s):  
Civil Society ◽  
Qualitative Methodology ◽  
Institutional Design ◽  
Right To Education ◽  
Educational Management ◽  
Bridge Programs ◽  
Medium Level ◽  
Management Paradigms ◽  
The Right ◽  
Educational Inclusion

In Latin America different policies sustained in State-Civil Society alliances are implemented in order to warrant the right to education in marginalized sectors. Uruguay and Argentina carry out “bridge” programs and “completion” plans for adolescents, youngsters and adults to enter, re-enter or finish Medium Level Studies. I compare the characteristics of the alliance State-Civil Society in the co-management of the “Aulas Comunitarias” (Communitarian Classrooms) Program (PAC, Uruguay, 2007) and the “Plan de Finalización de Estudios Secundarios para Jóvenes y Adultos” (Finalization of Secondary Studies for youngsters and adults Plan) (FinEs 2, Argentina, 2008), aiming to understand their contributions to the processes of educational inclusion, as well as their limits. I analyze their genesis, political-institutional design/ways of organization and form of co-management contemplating: a) political-institutional approach to analyze public policy, b) Neo-institutionalism: sociopolitical as well as organizational and historic, c) co-management, d) educational management (paradigms: administrative and strategic). I implement a qualitative methodology, selecting co-management (as performed until December, 2015) as the unit of analysis. The findings show that PAC y FinEs 2 warrant the right to education supported by the attachment of several actors and sectors to their objectives. The quality of the contribution of alliances differs according the political-institutional design, kind of organization and forms of co-management: PAC shows a strategic co-management and FinEs 2 and administrative co-management.

scholarly journals Pedagogias do Sul e subjetivação política: Os Bachilleratos Populares na Argentina como parte dos “movimentos pedagógicos latino-americanos"

2018 ◽  
Vol 26 ◽  
pp. 86
Author(s):  
Shirly Said
Keyword(s):  
High Schools ◽  
Young People ◽  
Latin American ◽  
Popular Education ◽  
Pedagogical Knowledge ◽  
Education For All ◽  
Right To Education ◽  
Significant Expression ◽  
The Right ◽  
Social Sectors

In this article we recover the perspective of the sociology of emergencies and link the proposal of decolonial thinking with critical Latin American pedagogies. With this conceptual framework, and going through different conceptions of political subjectivation, we propose to approach the experience of People´s High Schools for Young People and Adults in Argentina (BPJA, for its acronym in Spanish) as part of the Latin American pedagogical movements oriented to the critical reconstruction of pedagogical knowledge. The BPJA are high schools for young people and adults that work in a self-managed way within the framework of territorial organizations and recovered factories, and carry out a political-pedagogical project linked to popular education with an emancipatory horizon. They demand that the State guarantees the right to education for all social sectors, while defending the political and pedagogical autonomy of their curriculum. Within the new social, political and -therefore- pedagogical ways of construction of various Latin American social movements, we propose that the BPJA are a significant expression of the gestation of emerging alternatives, which with great creative and self-reflective potential have managed to stress certain traditional forms of education, orienting themselves to the formation of political and critical subjects, and transforming themselves into collective pedagogical subjects.

scholarly journals THE ROLE OF THE TEACHER IN THE APPLICATION OF INCLUSIVE TEACHING OF THE SUBJECT NATURE AND SOCIETY IN REGULAR CLASSES

2020 ◽  
pp. 169
Author(s):  
Ljiljana Mitić ◽  
Ana Drobac
Keyword(s):  
Students With Disabilities ◽  
Education For All ◽  
Access To Education ◽  
The Subject ◽  
Inclusive Teaching ◽  
Teaching Learning ◽  
The Right ◽  
Nature And Society ◽  
Regular Classes

The main aim of this paper is to point out the specifics of teachers' work in teaching the subject Nature and Society, using different forms of teaching, learning and assessment, which ensure equal access to education for all children in accordance with developmental and personal educational affinities, and age. The paper focuses on a teachers' need for education, expertise, knowledge and the skills necessary for inclusive teaching of the subject Nature and Society in regular classes with students with disabilities. The importance of the teachers' role in the teaching process with students with disabilities has been emphasized, in relation to their integration and inclusion into normal life. The success of an education system is reflected in attracting, and choosing the right candidates, capable people for work in the classroom, which contributes to greater and better student achievement.

scholarly journals EFEKTIFITAS PERATURAN DAERAH KOTA MAKASSAR NOMOR 6 TAHUN 2013 DALAM PEMENUHAN HAK DASAR PENDIDIKAN PENYANDANG DISABILITAS DI KOTA MAKASSAR

2019 ◽  
Vol 13 (2) ◽  
Author(s):  
Firman Umar ◽  
Nur Syarif Ramadhan
Keyword(s):  
Students With Disabilities ◽  
City Government ◽  
School Level ◽  
Educational Institutions ◽  
Right To Education ◽  
Persons With Disabilities ◽  
Basic Rights ◽  
The Government ◽  
The Right ◽  
The City

This study aims to determine: (1) The fulfillment of basic rights to education for Persons with Disabilities in Makassar based on Local Regulation Makassar City No. 6 of 2013, (2) Obstacles encountered in obtaining the basic right of education of persons with disabilities in the city of Makassar, (3 ) the right solution to overcome the obstacles encountered in obtaining the basic right of education of persons with disabilities in the city of Makassar. This research is a study that used a qualitative descriptive approach, which is where the primary data source being informers are students with disabilities the high school level, students with disabilities S1, officials of Education Department of Makassar, members of Parliament of Makassar, the Management Organization disabilities, Pembina NGOs and Parents persons with disabilities. The data collection procedures used were interviews and documentation. While the analysis of the data used is descriptive analysis. The results showed that: (1) Makassar City Government has sought the fulfillment of the basic right to education for persons with disabilities in the city of Makassar. it is evidenced with the local regulations require every institution in which education in the city of Makassar to provide opportunities for persons with disabilities to education. The effect of the presence of these regulations is at the moment with disabilities have been able to attend school at any educational institutions both at school SLB, Regular schools and universities. (2) they encountered several obstacles that obtained with disabilities in getting the right to education that is still no educational establishments are not willing to accept persons with disabilities to attend regular schools, educational facilities are not accessible for persons with disabilities and there are educators at regular schools who do not understand in dealing with students with disabilities. (3) to overcome these obstacles, the government should socialize more about the policies that guarantee basic rights of education of persons with disabilities in educational institutions that are still not willing to accept students with disabilities. In addition, the government should identify the persons with disabilities who attend regular school, then allocate the budget for the procurement of infrastructure and training of educators in dealing with students with disabilities in regular schools and universities.

scholarly journals Building the Builders to Ensure Delivery of Good Quality Education in South Africa: A Critical Legal Insight

2021 ◽  
Vol 11 (4) ◽  
pp. 67
Author(s):  
Isaiah Mmatipe Sefoka
Keyword(s):  
South Africa ◽  
Teaching And Learning ◽  
High Standard ◽  
Empirical Approach ◽  
Quality Education ◽  
Legal Research ◽  
Right To Education ◽  
Research Activities ◽  
The Government ◽  
The Right

This paper examines how educators are playing a dynamic role in ensuring the realisation of the right to quality education through their educational pedagogies. Teaching and learning have now become an essential tool in shaping the right to access quality education. The paper articulates the intervention by the judiciary through its pronouncements, laws, structures, policies and salient programmes in promoting the right to quality education. It emphasises the importance of capacitating educators with relevant expertise and knowledge so that they will impart that education to the learners. It also hints the importance of having good infrastructural amenities as they augment the delivery of the right to quality education. This paper emphasizes that jurisprudentially speaking, the right to education is inalienable and as such, it is incumbent on the government and institutions responsible for delivery of education to ensure that the right is promoted and always provided for. The paper adopted a non-empirical approach generally acceptable in legal research activities. It recommends that government must capacitate and empower educators as this will enable them to improve their pedagogic methods and as a result deliver an education of good quality and high standard.   Received: 21 December 2020 / Accepted: 8 April 2021/ Published: 8 July 2021

scholarly journals The right to education of persons with disabilities

2017 ◽  
pp. 32-45
Author(s):  
Guillermo Moreno De Gracia
Keyword(s):  
Paradigm Shift ◽  
Human Being ◽  
Right To Education ◽  
Persons With Disabilities ◽  
Legal Standard ◽  
The Law ◽  
Diversity Curriculum ◽  
The Right ◽  
Educational Inclusion ◽  
Physical Accessibility

When speaking about education, we can't just think about the ordinary human being called "normal", but it should also address diversity. Curriculum accommodations, adaptations and physical accessibility are greatly important for educational inclusion to exist. A paradigm shift for educators involves the knowledge and acknowledgement of what disability is. On this note we outline from the legal standard all the instruments currently available which guarantee the right to education of personswith disabilities. Not only it is the Law or the standard, but there has to exist knowledge and acknowledgement of what it is in order for everyone to apply and comply.

scholarly journals El compromiso ético y político com el derecho a la educación: entre discursos y realidades / The ethical and political commitment to the right to education. Between discourses and realities / O compromisso ético e político com o direito à educação. Entre discursos e realidades

2018 ◽  
Author(s):  
Isabel Carrillo Flores
Keyword(s):  
World War Ii ◽  
Quality Education ◽  
Social Rights ◽  
Political Commitment ◽  
World War ◽  
Right To Education ◽  
Derechos Humanos ◽  
Human Formation ◽  
The Subject ◽  
The Right

Resumen: El legado del siglo veinte nos muestra avances en los Derechos Humanos, entre ellos el Derecho a la Educación, pero también nos evidencia los problemas de vulneración y las barreras aún existentes. Las crisis económicas recientes han agravado la situación, y las desigualdades educativas en vez de disminuir se acrecientan al amparo de políticas de ajuste en lo concerniente a derechos sociales. El contenido del texto plantea tal coyuntura y para hacerlo se estructura en cuatro apartados. Tras una breve presentación que nos permite contextualizar el tema, se realiza un breve repaso a cuatro estudios impulsados por la UNESCO (Coombs, Faure, Delors, Morin) que muestran las dificultades y los logros en educación desde la segunda guerra mundial al cambio de milenio. A continuación se presentan dos paradojas que vive la educación cuestionada del presente. Por una parte se expanden las políticas que llevana prácticas que niegan la educación como derecho, al mismo tiempo se ensalza el valor de uma educación de calidad para el desarrollo. Por outra parte, y en relación a lo anterior, la educación de calidad que se propone no incorpora la formación humana, más bien al contrario se mercantiliza la educación y se propone uma educación para el emprender y la empleabilidad como medida anticrisis. En el último apartado se plantea el Derecho a la Educación como reto deseable y posible.Abstract: The legacy of the 20th century has shown advances in the achievement of Human Rights, included the Right to Education. However, it has also shown problems involving the vulnerability and the barriers still existent regarding such rights. The economic crisis have aggravated the situation, and the educational inequalities, in place of weakening, grow along with the adjustment of social rights policies. This paper exposes such scenario, and, to do so, is structured in 4 sections. After a brief introduction that allows the contextualization of the subject, there is a brief review of four studies promoted by UNESCO (Coombs, Faure, Delors, Morin) that show the difficulties and the achievements on education from world war II until the change of the century. Then, the paper exposes two paradoxes which education goes through. On one hand, there is an expansion of policies that result in practices that deny education as a right, but at the same time an exaltation of the values of a quality education for development. On the other hand, the quality education exalted does not incorporate a human formation, but, on the contrary, mercantilizes itself, being education proposed as a means for entrepreneurship and the emplyability as an anticrisis mechanism. In the last section, the right to education is shown as a desirable and possible challenge.Resumo: O legado do século XX nos mostra avanços nos Direitos Humanos, entre eles o Direito à Educação. Mas também nos evidencia os problemas envolvendo a vulnerabilidade e as barreiras ainda existentes. As crises económicas recentes têm agravado a situação, e as desigualdades educativas, em vez de diminuir, crescem ao amparo de políticas de ajustes relativas aos direitos sociais. O conteúdo do texto expõe tal conjuntura e, para fazê-lo, se estrutura em quatro seções. Após uma breve apresentação que permite contextualizar o tema, faz-se uma breve revisão de quatro estudos promovidos pela UNESCO (Coombs, Faure, Delors, Morin) que mostram as dificuldades e os êxitos na educação desde a segunda guerra mundial até a mudança do século. Após, são apresentados dois paradoxos pelos quais passa a educação ora analisada. Por um lado, se expandem as políticas que levam a práticas que negam a educação como direito, mas ao mesmo tempo se exalta o valor de uma educação de qualidade para o desenvolvimento. Por outro lado, e em relação ao anterior, a educação de qualidade que se propõe não incorpora a formação humana, mas ao contrário, se mercantiliza, propondo-se uma educação para o empreendedorismo e a empregabilidade como uma medida anti-crise. Na última seção, o direito à educação é apresentado como um desafio desejável e possível.

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