Reflexões Sobre Educação E Inclusão: Experiências De Escolas Públicas

Palavras-chave

Educação inclusiva; Formação humana; Teoria Crítica da Sociedade

Autores

• Michele Morgane de Melo Mattos 0000-0002-7760-6938

Abstract

This summary, focused on inclusive public education policies, presents some of the results of a doctoral dissertation from the Fluminense Federal University, which analyzed the experiences of public schools with inclusive education. Based on Critical Theory of Society and focusing on the first-generation Frankfurt School theorists, empirical research was conducted at two public schools in the Sergipe state education system, located in the city of Aracaju, focusing on the early years of elementary school. The results demonstrated that inclusive education is understood in the schools studied as the provision of professionals, resources, and adaptations. This is a reductionist perspective, expressing the urgent need to center the debate on formation in its human dimension. We emphasize the need for a support network for schools, focusing on critical, democratic, and emancipatory teacher training, enabling reflection, self-reflection, and teacher autonomy in the development of their praxis and encouraging inclusive experiences with a view to formation from a human rights perspective.