Banca de DEFESA: ROSANGELA COSTA SOARES CABRAL

LEPEDI IN ACTION: ITINERANCES AND TISSITURES ABOUT TRAINING EXPERIENCES 

CRITICAL-EMANCIPATION IN TIMES OF EXCLUSION

Inclusion in education; LEPEDI; LaPEADE; Critical Theory; Omniletic Perspective; Omnicritical.

This study had as object of investigation, historicize about the trajectory of the Laboratory of Studies and Research in Education, Diversity and Inclusion (LEPEDI) since its preexistence from the Laboratory of Research, Studies and Support to Participation and Diversity in Education (LaPEADE), analyzing the existing relationship on the concept of Inclusion in Education, from the critical theory in dialogue with the lens of omnilexic perspective. To this end, a characterization of the theoretical and epistemological “State of the Art” of LEPEDI was carried out, as well as its identity regarding the affirmation of the concept “Inclusion in Education”, organization and institutional mission. This research-training was delimited in experiences of Inclusion in Education from their (his) researcher (as), as well as the construction of a historical line establishing the political-pedagogical/ administrative organization of the laboratory. This doctoral thesis walks critically-reflexively through questions about the academic-scientific impacts produced by LEPEDI. To this end, the categories of study were established, reflected on the light of the Critical Theory of Theodor Adorno (1985-2020) in dialogue with the Omnilexic perspective, what we call Omnicriticism, highlighting Santos (2011-2021), such as: What (is) relationship(s) exists (m) between the creation of LEPEDI and the pre-existence of LaPEADE? Who are the researchers(s) of LEPEDI? What themes/research problems were/have been chosen by (the) researchers (the)? What extension activities has LEPEDI carried out/carried out since its inception? Does LEPEDI have partners to offer its extension activities? What does LEPEDI define/understand as "Inclusion in Education"? What differentiates the concept of "Inclusion in Education" and "Inclusive Education"? How is LEPEDI organized in terms of its research centers? Who are your (your) researchers (the)? What are LEPEDI’s communication channels with its audience? How is LEPEDI organized politically-pedagogically/administratively? What(s) relationship(s) does it establish (m) with the community of the Institute of Education and UFRuralRJ? Which graduate programs have the participation of LEPEDI? What academic and scientific impacts can be identified as produced by LEPEDI during its ten years of existence in the Baixada Fluminense? What scientific evidence allows us to affirm that LEPEDI has fulfilled its mission and objectives? From this perspective, in the production of research data, we applied a questionnaire via Google Forms considering the training experiences of the researchers in the laboratories, as well as characterizing the identity of LEPEDI, its impacts and itinerancy. Thus, the results of this investigation revealed that LEPEDI directs all its research and actions through the lenses of Inclusion in Education, affirming the perspectives of Omniletics and Omnicriticism, highlighting the leading role of its researchers in the most diverse spaces, beyond the walls of the University.