Banca de QUALIFICAÇÃO: CLAUDIA CELENCINA CARVALHO DE MIRANDA

Uma banca de QUALIFICAÇÃO de DOUTORADO foi cadastrada pelo programa.
STUDENT : CLAUDIA CELENCINA CARVALHO DE MIRANDA
DATE: 31/10/2022
TIME: 10:30
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

PAGES: 101
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Tópicos Específicos de Educação
SPECIALTY: Educação Especial
SUMMARY:

This thesis has the general objective to think about the creation of an Epistemology of Inclusion in Education, from the perspective of Human Rights. In this sense, we bring as study questions: What are the Human Rights and Fundamental Rights that are most directly related to the concept of Inclusion in Education? How do these universal principles contribute to building Inclusion in Education cultures, policies and practices? What is Epistemology and how does it articulate the assumptions of Inclusion? Is Inclusive Education synonymous with Inclusion in Education? How to build new inclusive guidelines, which contemplate diversity, beyond the target audience of Special Education? How does the Laboratory of Studies and Research in Education, Diversity and Inclusion articulate the concept of Inclusion in Education, from the perspective of Teaching, Research and Extension? How can Critical Theory contribute to confronting discriminatory attitudes in the formal, non-formal and informal educational process? What oppressions of gender, race and class cross the identity constitution of the Person with Disabilities? What are the social markers of difference in Inclusive Education? How to build an anti-racist, anti-capacitatist education that contemplates social gaps and inequalities? How does the Centro de Estudios Latinoamericano de Educación Inclusiva conceive of Inclusion in Education? What are the historical-political landmarks that influenced the configuration of the current Brazilian Educational System? What cultures, policies and practices have been identified in the current educational/school scenario that evidence Inclusion? What impacts can be identified? How have different conceptualizations/definitions about Disability, historically, influenced the adoption of Educational models for people with disabilities? What are the Disability Classification Indicators? The theoretical-methodological assumptions underlying this research are in line with the Critical Theory of Society, with emphasis on Theodor Adorno's thinking on the issue of emancipation in the educational process. It is a theoretical study, with a methodological approach based on a bibliographic and documental review; consisted of the analysis and interpretation of official documentation from the perspective of school inclusion and special education, aiming to obtain contributions to the debate on the social function of the school today. The structural organization of this thesis is divided into five chapters. The first two chapters constitute the first stage, where we characterize Human Rights and Citizenship and conceptualize the Epistemology of Inclusion in Education. In a second stage, we will carry out a comparative study of the experiences of Inclusion in Brazil, with countries in Latin America, the Caribbean and the Global South. We will also approach the public policies of Special and Inclusive Education and we will conceptualize and classify disability, through the most used international and national instruments.

COMMITTEE MEMBERS:
Presidente - 2572431 - ALLAN ROCHA DAMASCENO
Externo ao Programa - 1331797 - AURELIANO LOPES DA SILVA JUNIOR - UFRRJExterna à Instituição - Célia Maria Adão de Oliveira Aguiar de Sousa