School culture and syllabus organization: a historical view on deficiency

Authors

DOI:

https://doi.org/10.17058/rea.v28i3.14300

Keywords:

School Culture. Disability. Syllabus. Special Education.

Abstract

This study aims to present aspects related to school culture portrayed since the institutionalization of Special Education in Brazil nowadays, in its relations with the syllabus practices developed in contact with disability. Rooted preconceptions perpetuate a segregating hidden look, that resists to differences. The data indicate the importance of (re)visiting the syllabus and inquiring about participation of students with disabilities and their conditions. Certainly, other students at school have a clear disadvantage situation that may be contemplated by raised considerations.

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Author Biography

Marcia Torres Neri Soares, UNIVERSIDADE DO ESTADO DA BAHIA - CAMPUS XI

Professora do Mestrado em Intervenção Educativa e Social (MPIES) - Uneb Campus XI. Professora da Secretaria Municipal de Educação de Feira de Santana - BA

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Published

2020-08-28

How to Cite

Soares, M. T. N. (2020). School culture and syllabus organization: a historical view on deficiency. Reflexão E Ação, 28(3), 81-95. https://doi.org/10.17058/rea.v28i3.14300

Issue

Vol. 28 No. 3 (2020)

Section

Artigos do Fluxo

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