Inclusive Education from the perspective of international and national research: a theoretical and empirical dialogue
DOI:
https://doi.org/10.22481/aprender.i32.15339Keywords:
Education, Pedagogy, Psychology, Inclusion, RightAbstract
The relevance of dialoguing an international theoretical study from the USA with the national empirical study from Brazil on conceptual analyses, future research and inclusive strategies for groups with distinct social markers of differences with their ethnic-racial, intersectional and disability relations. They were discussed during the period of face-to-face classes through an elective discipline of the stricto sensu postgraduate course in education at the State University of Santa Catarina (UDESC) taught by two Professors Geisa Bock and Raquel Fröhlich. The discussions were held with the hope that it is possible to carry out future research when a detailed look at the special needs of vulnerable groups for educational progress is obtained. The article encourages the awareness of researchers and education professionals with international critical notes and inspirations for collaborative practices in their future research, contributing to the constancy of the debate in the face of the purposes of social equity before the principles of Inclusive Education.
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