Banca de QUALIFICAÇÃO: 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.

This study's object of investigation is to historicize the trajectory of the Laboratory for Studies and Research in Education, Diversity and Inclusion (LEPEDI) since its pre-existence from the Laboratory for Research, Studies and Support for 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 the Omniletic perspective. Therefore, a characterization of the theoretical and epistemological “State of the Art” of LEPEDI will be made, as well as elucidating its identity on the affirmation of the concept “Inclusion in Education”, organization and institutional mission. This research-training was delimited in experiences of Inclusion in Education from its researchers, as well as the construction of a historical line establishing the political-pedagogical/administrative organization of the laboratory. This doctoral thesis walks in a critical-reflexive way through questions about the academic-scientific impacts produced by LEPEDI. To this end, the study categories were established, reflected in the light of Theodor Adorno's (1985-2020) critical theory in dialogue with the Omniletic perspective, highlighting Santos (2011-2021), such as: What relationship exists between the creation of the LEPEDI and the pre-existence of LaPEADE? What influences did LAPEADE exert on/on the creation of LEPEDI? Who are the LEPEDI researchers? What research themes/problems were/have been chosen by the researchers? What theoretical choices have been present in the academic productions of LEPEDI? How many studies have already been defended within the scope of LEPEDI? Which and how many scientific works had publications made from the research defended? What are the extension activities that LEPEDI has carried out/has carried out since its creation? What are your formats? What are the motivators that determine the choices of extension activities offered by LEPEDI? Does LEPEDI have partners to carry out the offer of its extension activities? Who are your partners? What does LEPEDI define/understand by “Inclusion in Education”? How is the concept of “Inclusion in Education” and “Inclusive Education” different? Are there other research groups that also contribute theoretically and epistemologically to the concept of “Inclusion in Education”? How is LEPEDI organized in terms of its research centers? What are LEPEDI's communication channels with its audience? How is LEPEDI politically-pedagogically/administratively organized? What relationship(s) do you establish with the community of Instituto de Educação, UFRuralRJ and Costa Verde? From this perspective, in the second stage of the research, we aim to carry out semi-structured interviews, considering the formative experiences of the researchers in the laboratories, as well as characterizing the identity of LEPEDI, its mission components and ininerancies.