Learning and knowledge: foundations for inclusionary practices

Authors

  • Paulo Ricardo Ross Universidade Federal do Paraná

DOI:

https://doi.org/10.5007/%25x

Abstract

This article analyzes the relationship of teachers and students with special needs, considering the explicit foons ofexclusion
observed in practices said to be inclusionary. Its hypothesis is that aschool is unsuccessful when teachers do not consider the trajectory ofeach individual and their positive experiences. The social history of learning of each student must be identified. In inclusionary practices, it is expected that a teacher does not have a totalitarian position that sees teachers only as instructors, rhetoricians and reproducers of formalism. This type of attitude distances students, impeding them from
achieving greater autonomy and independence. The practices that homogenize are the same that annul the formation of their identities. In inclusionary education, the teacher organizes the routes and the tools for the appropriation ofknowledge. Knowledge is not only objective and neutral, but a process of appropriation and social interaction.

Author Biography

Paulo Ricardo Ross, Universidade Federal do Paraná

Possui graduação em Pedagogia pela Universidade Tuiuti do Paraná (1986) , especialização em Pensamento Contemporâneo Brasileiro pela Pontifícia Universidade Católica do Paraná (1990) , mestrado em Educação Permanente e Recursos Humanos pela Universidade Federal do Paraná (1992) e doutorado em Educação Especial pela Faculdade de Educação da Universidade de São Paulo (1999) . Atualmente é professor titular da Universidade Federal do Paraná. Atuando principalmente nos seguintes temas: Políticas Inclusivas, Educação Especial, Cidadania. Mais informações: http://lattes.cnpq.br/7691349501698381

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Published

2006-10-30

How to Cite

Ross, P. R. (2006). Learning and knowledge: foundations for inclusionary practices. Perspectiva, 24(3), 273–302. https://doi.org/10.5007/%x

Issue

Vol. 24 No. 3 (2006): Edição Especial

Section

Article Demand for Continuous

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