inclusão radical como diretriz para terapeutas ocupacionais na educação

Resumo No Brasil, desde a “Primeira República”, a educação vem sofrendo reformas que afetam todos os seus níveis, inclusive o ensino médio. No cerne dessas reformas, esse nível de ensino é tradicionalmente marcado pelo dualismo educacional, reproduzindo as estruturas de poder presentes na sociedade brasileira. A última dessas reformas, instaurada em 2018, delegou ao ensino médio a função de subsidiar jovens na construção de seus projetos de futuro. A reforma de 2018 é apreendida neste texto como uma tentativa de adequar a formação da juventude brasileira em consonância ao status quo. Os “Estudos das Juventudes” têm se configurado como um campo de interface entre várias áreas que têm, de um modo ou de outro, a “Escola” e seus processos como um ponto de debate. Esse debate toma como fonte os documentos oficiais no âmbito da educação básica no Brasil para discutir o Programa Ensino Integral (PEI), instituído pela Secretaria Estadual de Educação de São Paulo em 2012, que, de forma pioneira no país, centralizou os currículos do ensino fundamental (anos finais) e ensino médio na construção do que se denominou “projetos de vida” dos alunos, criando escolas específicas para esse fim. Com as experiências desenvolvidas até aqui, conforme aquelas fontes e com a literatura correlata, pode-se afirmar a permanência do dualismo educacional no ensino médio, que, antes de tudo, não efetiva uma formação plena e desinteressada para a maior parte dos jovens que buscam na escola pública referências para uma vida melhor, muitas vezes inviabilizada pelo lugar que se ocupa e de onde o futuro pode ser projetado.

Mudanças para a permanência: a marca da dualidade pedagógica em diferentes projetos para o ensino médio no Brasil

Reis,

Lopes

2023

Changes for continuity: the mark of pedagogical duality in different projects for secondary education in Brazil

Reis,

Lopes

2023

In Brazil, since the “First Republic”, education has undergone reforms that affect all its levels, including high school. At the core of these reforms, this level of education is traditionally marked by educational dualism, reproducing the power structures present in Brazilian society. The latest of these reforms, instituted in 2018, assigned high schools the function of subsidizing young people in the construction of their future life projects. The 2018 reform is understood in this text as an attempt to adapt the education of Brazilian youth in line with the status quo. “Youth Studies” has emerged as an interface field between various areas that have, in one way or another, the “School” and its processes as a point of debate. This debate draws on official documents in the field of basic education in Brazil to discuss the Full-Time Education Program (Programa Ensino Integral – PEI), instituted by the São Paulo State Department of Education in 2012, which, in a pioneering manner in the country, centralized the curricula of junior high school and high school in the construction of what was called “life projects” for students, creating specific schools for this purpose. With the experiences developed so far, according to those sources and related literature, it is possible to assert the continuity of educational dualism in high school, which, above all, does not provide a full and disinterested education for most young people who seek, in public school, references for a better life, often hindered by the place they occupy and from where the future can be projected.

Beyond inclusion: collective social spaces of safety, communion, and recognition

Teachman

2023

This paper unsettles taken-for-granted understandings of social inclusion in the field of occupational therapy and links with the concept of radical inclusion developed in social occupational therapy. It traces the ways that, over time, inclusion has been reduced to a position within the inclusion/exclusion binary. Pierre Bourdieu’s reflexive theory of practice is introduced to expand understandings of how the negative value accorded to disability is reproduced through exclusionary social conditions and relations. Drawing on the results of a qualitative study that examined the everyday lives, practices and occupations of 13 Canadian youth who used augmentative and alternative communication (AAC) modes as a result of physical impairments, three elements of more inclusive social spaces - safety, communion, and recognition - are presented alongside implications of each for occupational therapy. These alternative approaches for thinking beyond inclusion are grounded by narratives illustrating elements of social spaces that can foster a sense of belonging and connection. The perspectives shared by youth in the study add complex insights into how they made ‘practical sense’ of prevailing calls for social inclusion. Their stories show how even as they struggled for inclusion, they were subject to and internalized negative valuations of disability. Importantly, the paper highlights strategies employed by youth to reformulate inclusion on their own terms. These reformulations go beyond over-simplified conceptions of inclusion and hold potential to inform the ways that occupational therapists work alongside individuals and collectives to improve life chances, expand occupational possibilities, and support flourishing for disabled children and youth.