Que currículo escolar favorece uma educação inclusiva?

Sandra Alves da Silva Santiago

doi:10.19180/1809-2667.v18n32016p73-79

What school curriculum promotes an inclusive education?

Authors

Sandra Alves da Silva Santiago Universidade Federal da Paraíba (Centro de Educação - Campus I), João Pessoa/PB

DOI:

https://doi.org/10.19180/1809-2667.v18n32016p73-79

Keywords:

Curriculum, Inclusion, School

Abstract

This article discusses the meanings of the school curriculum regarding the proposal for implementing inclusive education. Based on a review of the literature, the study analyzes different perspectives of the curriculum; while analysis of the different legal devices that support inclusion used documentary research. Based on these analyses, the results indicate the direction towards Post-Critical curriculum as that which best meets the needs of building a truly inclusive school. Conclusions lead to the understanding that the trend of post-critical curriculum breaks with the ways of being and organizing schools, as well as question the absolute truth that disabled students require either different or exclusive school.

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Author Biography

Sandra Alves da Silva Santiago, Universidade Federal da Paraíba (Centro de Educação - Campus I), João Pessoa/PB

Doutora em Educação pela Universidade Federal da Paraíba (UFPB). Professora da Universidade Federal da Paraíba (Centro de Educação - Campus I), João Pessoa/PB - Brasil. E-mail: sandraassantiago@hotmail.com.

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Published

30-12-2016

Issue

Vol. 18 No. 3 (2016): Sept./Dec.

Section

Original articles

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