The importance of pedagogy in the inclusion processes

Authors

  • Morgana Domênica Hattge Centro Universitário UNIVATES Universidade do Vale do Rio dos Sinos - UNISINOS
  • Viviane Klaus Universidade do Vale do Rio dos Sinos - UNISINOS

DOI:

https://doi.org/10.5902/1984686X7641

Keywords:

Pedagogy, Pedagogical knowledge, Inclusion processes.

Abstract

This paper initially attempts to problematize the inclusion processes established in education settings. The aim is to understand the meanings that the school inclusion has taken in the contemporary educational and academic scenario. By analyzing a number of researches that have focused on the production of the abnormal from clinical and psychological diagnoses and treatments, it is possible to notice the silence of Pedagogy, which is subject to the clinical or psy knowledge and ends up not playing its role in the production of pedagogical practices that meet the subjects’ specific needs. Thus, the clinical diagnosis is regarded as absolute truth about the subject, and the interventions are often limited to medicalization. Therefore, it is fundamental to reflect on the relationships established between these different knowledges and their effects on the education settings. This paper invites us to reflect on the Pedagogy challenges in the construction of more inclusive processes in the education area.

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Author Biographies

Morgana Domênica Hattge, Centro Universitário UNIVATES Universidade do Vale do Rio dos Sinos - UNISINOS

Professora do Curso de Pedagogia e demais Licenciaturas no Centro Universitário UNIVATES. Doutora em Educação pelo Programa de Pós-graduação em Educação da Universidade do Vale do Rio dos Sinos - UNISINOS. Mestre (2007) em Educação pela UNISINOS. Especialista (2004) em Gestão Educacional pela FACCAT. Graduada (2003) em Pedagogia pela UNISINOS. Membro do Grupo de Estudos e Pesquisa em Inclusão - GEPI/UNISINOS/CNPq.

Viviane Klaus, Universidade do Vale do Rio dos Sinos - UNISINOS

Professora do Curso de Pedagogia e professora colaboradora do Mestrado Profissional em Gestão Educacional na Universidade do Vale do Rio dos Sinos - UNISINOS. Gerente de Ensino de Pós-Graduação Stricto Sensu na UNISINOS. Doutora (2011) em Educação pelo Programa de Pós-graduação em Educação da Universidade Federal do Rio Grande do Sul - UFRGS. Mestre (2004) em Educação pela UFRGS. Graduada (2000) em Pedagogia pela UNISINOS. Membro do Grupo de Estudos e Pesquisa em Inclusão - GEPI/UNISINOS/CNPq.


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Published

2014-06-02

How to Cite

Hattge, M. D., & Klaus, V. (2014). The importance of pedagogy in the inclusion processes. Special Education Magazine, 27(49), 327–340. https://doi.org/10.5902/1984686X7641

Issue

Revista Educação Especial, v. 27, n. 49, maio/ago. 2014

Section

Continuous Demand

License

Declaration of originality

We declare that all articles present in the journal Revista Educação Especial (UFSM) are originals and were not submitted for publishing on any other publication, as a whole or a fraction.  We also declare that, after being published by Revista Educação Especial (UFSM), a paper will not be submitted to another journal within two years. After this time, our journal transfers the publishing rights to the authors, with a permit granted by the Editorial Council.

We also acknowledge that the originals’ submission to Revista Educação Especial (UFSM) implies on a transference of copyright for physical and digital publishing to the journal. In case of noncompliance, the violator will receive sanctions and penalties predicted by the Brazilian Copyright Protection Law (n. 9610, dated 19/02/98).

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