RESUMOO texto objetiva apresentar análise parcial de dados de pesquisa sobre o período de existência de uma escola para o ensino de alunos surdos no município de Ponta Grossa -PR. Para tanto são analisados os documentos relativos à autorização e cessação das atividades escolares, proposta pedagógica, regimento escolar e relatórios anuais do período em que a escola funcionou (2001 -2008). A análise dos documentos demonstra o tênue limite entre o que se propõe e o que efetivamente se realiza em propostas educacionais ditas inovadoras, alertando para a necessidade de ampliar o debate sobre a inclusão de alunos com deficiência no ensino regular. Além disso, chama a atenção para a imprescindibilidade de eficiência e eficácia no atendimento especializado, seja no contexto da escola regular ou das instituições de atendimento educacional especializado. Ainda, indica a necessidade de aprofundamento sobre as questões político-educacionais do período para uma compreensão mais ampla dos efeitos das ações empreendidas.Palavras-chave: Instituição Escolar. Escola para Surdos. História da Educação Municipal. ABSTRACTThis article aims to present a partial analysis of data from research on the lifetime of a school for deaf students in the city of Ponta Grossa -PR. For this, the documents related to the authorization and cessation of school activities, pedagogical proposals, school regulations and annual reports of the period in which the school functioned (2001 -2008) are analyzed. The analysis of the documents demonstrates the fine line between what is proposed and what actually takes place in the so-called innovative educational proposals, which may highlight the need to broaden the debate on the inclusion of students with special or different needs in mainstream schools. In addition, the article calls attention to the need for efficiency and effectiveness in specialized care in the context of regular schools or in institutions that offer specialized educational services. The article also highlights the need for further political and educational studies about that period aforementioned for a broader understanding of the effects of the actions taken.
Wittgenstein vermerkt um 1950: »Die Menschen heute glauben, die Wissenschaftler seien dazu da, sie zu belehren, die [...] Künstler [...], sie zu erfreuen. Daß diese sie etwas zu lehren haben; kommt ihnen nicht in den Sinn.« Dem so konstatierten Wissen der Künste widmet sich Sabine Flach mittels einer Analyse der Wahrnehmungstheorien u.a. von Kandinsky, Malewitsch, Matjuschin, Richter und Eggeling. Sie entfaltet einen interdisziplinären Dialog mit Medientheorie und Wahrnehmungswissenschaft entlang dem Paragone zwischen Künsten und Wissenschaften: Was wissen wir? Wo findet dieses Wissen statt und wie wird es beschreibbar? Die Studie schreibt eine Epistemologie der Kunst, mit der zeitgleich ein »abstract turn« konzediert wird.
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