ayshakhatun389
Do³±czy³: 12 Gru 2023
Posty: 1
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 Wys³any: Wto Gru 12, 2023 10:51 Temat postu: Again, that the schoolas an agent of training |
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and transformation of the subject for life in society, must serve all its students, as mentioned several times in this writing, favoring means of appropriating scientific knowledge through of different methodologies and pedagogical practices, but that take into account the characteristics of each person, regardless of the conditions they present, achieving the main objective of the school, which is comprehensive training for citizenship. Because of this, in many debates, it is this condition that is seen as if it were the only school inclusion to occur, leading many educational organizations to direct the teaching-learning process in a segregated manner for the target audience students of Special Education – in through exclusionary and discriminatory inclusive education.
Not prioritizing, in most cases, one of the main points of school inclusion, which is coexistence with multiplicities, with distinctions, since “school has to be a reflection of life on the other side”. out. The big gain, for everyone, is living the experience of difference.” (MANTOAN, 2018). Inserting a student with a special need within the school or within the common classroom in regular education just to meet external demands – technical and bureaucratic Phone Number List – does not constitute school inclusion, even though we understand that much debate and work is still needed to achieve this. “The inclusion of these children in regular classes has proven to be a challenge for the school community, the family and health services.” (MELLO, 2009, p. 122), since true inclusion aims at the learning of special students.
Together with their peers, in actions of sharing and exchanging experiences between all, thus requiring a more specific look and attention with these subjects. In addition to educational policies to serve this public, there is a need for a parallel movement within school institutions that truly seeks education for all. Our educational actions are based on coexistence with differences and learning as a relational, participatory experience, which produces meaning for the student, as it contemplates their subjectivity, although constructed in the collective classroom. (MANTOAN, 2003, p. 20). And, in this logic of teaching for all, student learning must take place incorporated into the teacher's intentionality and commitment, promoting different means for acquiring the specific knowledge.
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