Education and Inclusion: equity and learning as capital strategies

Authors

Keywords:

Education, Inclusion, Equity, Learning, International Organizations.

Abstract

In this article, international educational policy guidelines between 1990 and 2020 were discussed, and three generations of special education policies in Brazil were analyzed, relating education and inclusion with equity and learning strategies. Such strategies are related to educational diversification, curriculum flexibility, differentiation of trajectories, and skills and competencies that do not require school institutions and knowledge. There is a multifaceted perspective related to inclusion, combining segregated and integrationist services. The proposals under discussion lead to lower education levels and de-schooling processes, reinforcing the inequality mechanisms that constitute capital sociability.

Downloads

Download data is not yet available.

Author Biographies

Rosalba Maria Cardoso Garcia, Universidade Federal de Santa Catarina (UFSC), Florianópolis/SC

Rosalba Maria Cardoso Garcia holds a PhD in Education from the Federal University of Santa Catarina (2004). She is a professor of the Department of Specialized Studies in Education and of the Graduate Program in Education at the Federal University of Santa Catarina. Dr. Garcia has experience in the area of Education, with an emphasis on Educational Policy, working mainly on the following topics: special education, school organization, teacher education/training, and State grounded on Historical Materialism. Coordinator of the Study Group on Education and Labor Policy - GEPETO. Member of the Research Group on Special Education.

Maria Helena Michels, Universidade Federal de Santa Catarina (UFSC), Florianópolis/SC

Maria Helena Michels holds a PhD in Education: History, Policy, Society from the Pontifical Catholic University of São Paulo (2004). In 2018, she conducted her post-doctorate research at the University of the Playa Ancha (Chile). She is a professor at the Federal University of Santa Catarina, associated with the Department of Specialized Studies in Education since 2006. She has experience in the field of Education, with an emphasis on Special Education, and research on teacher training, epistemologically linked to Historical Materialism. Member of the Research Group on Educational Policy and Labor and Coordinator of the Research Group on Special Education.

Downloads

Published

2022-02-15

How to Cite

Garcia, R. M. C., & Michels, M. H. (2022). Education and Inclusion: equity and learning as capital strategies. Educação & Realidade [Education & Reality], 46(3). Retrieved from https://seer.ufrgs.br/index.php/educacaoerealidade/article/view/116974

Issue

Vol. 46 No. 3 (2021)

Section

Capitalismo, Estado e Educação: os limites do Capital

License

This journal uses Creative Commons license Attribution 4.0 International (CC BY 4.0).

Similar Articles

1 2 3 4 5 6 7 8 9 10 > >> 

You may also start an advanced similarity search for this article.