No controverso desafio da educação inclusiva: Um convite para pensar a complexidade humana
DOI:
https://doi.org/10.21814/rpe.8799Abstract
O estudo reconhece que fazer educação inclusiva exige olhar o ser humano de modo singular em contextos multidimensionais. Nessa perspectiva chama para a discussão a fragilidade do reconhecimento das diferenças e a importância da participação da filosofia da educação como catalizadora dos debates sobre a educação inclusiva. O objetivo é investigar possíveis contribuições da filosofia da educação como desafio para uma melhor compreensão de como ações inclusivas podem ser potencializadas no universo da complexidade e das atitudes transdisciplinares. O estudo tem caráter qualitativo e busca em referenciais teóricos. Traz suportes teóricos sobre a atitude transdisciplinar e as possibilidades, no universo dessas atitudes, de uma contribuição para qualificar reflexões e ações inclusivas. Reconhece que a educação inclusiva existe em potencial e lhe falta atualização. Destaca que a transdisciplinaridade e a filosofia da educação podem conduzir as reflexões para reconhecer a complexidade da condição humana para depois olhar para o interior de si buscando compreender-se a partir do outro.
PALAVRAS-CHAVE
Educação inclusiva; Filosofia da educação; Transdisciplinaridade
ABSTRACT
The text recognizes that to make inclusive education requires viewing the
human being in a unique way in multidimensional contexts. From this perspective, it calls for the discussion the fragility of the recognition of differences and the importance of the participation of the philosophy of education as a catalyst for discussions on inclusive education. The goal is investigate possible contributions of the philosophy of education as a challenge for a better understanding of how inclusive actions can be potentialized in the universe of complexity and transdisciplinary actions. The text brings theoretical contributions on the transdisciplinary attitude and the possibilities, in the universe of these attitudes, to qualify reflections and inclusive actions. It recognizes that inclusive education exists in potential but it lacks updating. It highlights that transdisciplinarity and philosophy of education can lead the reflections to recognize the complexity of the human condition so that one can look within him/herself seeking a better understanding from the other.
KEYWORDS
Inclusive education; Philosophy of education; Transdisciplinarity
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