Banca de DEFESA: CLAUDIA CELENCINA CARVALHO DE MIRANDA

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
STUDENT : CLAUDIA CELENCINA CARVALHO DE MIRANDA
DATE: 29/02/2024
TIME: 09:00
LOCAL: Por webconferência
TITLE:

Human Rights and Inclusion in Education: Political-Epistemistic Perspectives from the Global South to think about Disability.

KEY WORDS:

Inclusion in Education; Epistemology; Human Rights; Deficiency.

PAGES: 246
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Tópicos Específicos de Educação
SPECIALTY: Educação Especial
SUMMARY:

This thesis focused on the interface between Human Rights, Inclusion in Education and Conceptions of Disability. The general objective was to identify whether the Fundamental Right to Education is being considered, in Brazil, to guarantee Inclusion from the perspective of Diversity and Equity. Some specific objectives were outlined in the search for answers to this main question: a) characterize the inseparability between the concepts of Human Rights and Fundamental Rights to Inclusion in Education b) understand what the Epistemology of Inclusion in Education is c) characterize the Epistemology of Inclusion in Education from the perspective of Critical Theory d) characterize the critical, epistemological and political thoughts of Inclusion in Latin America and the Caribbean e) identify the paths of the constitution of Brazilian public policies on Special Education and Inclusive Education f) characterize different conceptions on Disability from the perspective of Historical Paradigms and in the contexts of Public Policies.The study's premise was to carry out critical, epistemological and ontological discussions to transform Inclusion, as an innovative concept of conceiving a world of other possibilities. The research was configured as a theoretical study. The methodological design of this study was a qualitative approach; As for the objectives, it was outlined as exploratory research, using technical procedures from bibliographical research. The methodological path was carried out through documentary and bibliographic review and analysis.As a technique, we used exploratory bibliographic research, using secondary sources - theoretical/academic material produced and analyzed, on the research topic, to categorize the collected data, performing content analysis. When collecting data from the Global South, we delimited the research locus to the Latin America and Caribbean region, reducing the scale of observation in the documentary material to nineteen countries. We directed the searches towards the microanalysis of the object of study, which focused on public inclusion policies, carrying out comparative analyzes with Brazil. The analytical lens that inspires and supports this research is in line with the thoughts of Theodor Ludwig Wiesengrund Adorno (1903-1969), on the issue of emancipation in the educational process. The Fundamental Right to Education encompasses civil, political, social, economic and cultural rights and there is a huge number of individuals who do not have access to them, compromising the full enjoyment of their citizenship and the possibility of benefiting from them. The findings show us that the basic rights to education are not being covered as recommended in current public policies. There is no possibility of structural changes in a multifaceted society without the leading role of Education. Inclusion in Education aims to democratize and universalize access to levels and stages of education, based on the principles of Human Rights, making experiences diverse, inclusive and repairing the trajectories of historically excluded and invisible subjects.

COMMITTEE MEMBERS:
Presidente - 2572431 - ALLAN ROCHA DAMASCENO
Interna - 1639282 - MARCIA DENISE PLETSCH
Externo ao Programa - 1331797 - AURELIANO LOPES DA SILVA JUNIOR - UFRRJExterno à Instituição - DECIO GUIMARAES - IFF
Externo à Instituição - WASHINGTON CESAR SHOITI NOZU - UFGD