Students' perception of the strengths and weaknesses of the inclusive educational model of Brazilian municipal public schools

Registro completo de metadados
MetadadosDescriçãoIdioma
Autor(es): dc.contributorUniversidade Estadual Paulista (UNESP)-
Autor(es): dc.contributorUniversity of Alcalá-
Autor(es): dc.contributorUniversity of Alicante-
Autor(es): dc.creatorCapellini, Vera-
Autor(es): dc.creatorMuñoz-Martínez, Yolanda-
Autor(es): dc.creatorGómez Puerta, Jose Marcos-
Autor(es): dc.creatorReis, Verônica Lima dos-
Autor(es): dc.creatorRocha, Eduardo Pimentel da-
Data de aceite: dc.date.accessioned2025-08-21T17:06:58Z-
Data de disponibilização: dc.date.available2025-08-21T17:06:58Z-
Data de envio: dc.date.issued2025-04-29-
Data de envio: dc.date.issued2023-12-31-
Fonte completa do material: dc.identifierhttp://dx.doi.org/10.3389/feduc.2024.1435826-
Fonte completa do material: dc.identifierhttps://hdl.handle.net/11449/307479-
Fonte: dc.identifier.urihttp://educapes.capes.gov.br/handle/11449/307479-
Descrição: dc.descriptionIntroduction: Brazil is a signatory of important documents that advocate the promotion and access to equitable, inclusive, and quality education. However, the construction of inclusive policies, practices, and cultures has been little discussed in the country, making the process of educational inclusion of children with specific educational needs difficult. Method: In this study, we used the Index for Inclusion to investigate children's perceptions considering the three things they like most about their school and the three things they dislike. Data was analyzed qualitatively through content analysis, using prefixed categories created according to the children's answers to the Index (strengths and weaknesses), categorized considering the dimensions and subdimensions assessed by the Index. Results: The results revealed that children perceive the infrastructural and urban barriers present in their context, which are considered weaknesses for developing inclusive policies, practices, and cultures in their school contexts. On the other hand, they do not show attitudinal barriers, that is, they do not judge others for their differences. Discussion: Working on differences, from the first school stage, to build a positive relationship between children and the development of practices and an inclusive school can benefit the construction of a school community free of segregating values present in our culture, contributing to the development of inclusive policies, practices, and cultures in school environments.-
Descrição: dc.descriptionFundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)-
Descrição: dc.descriptionDepartment of Education São Paulo State University-
Descrição: dc.descriptionDepartment of Educational Sciences University of Alcalá, Alcalá de Henares-
Descrição: dc.descriptionDepartment of General Didactics and Specific Didactics University of Alicante-
Descrição: dc.descriptionDepartment of Education São Paulo State University-
Descrição: dc.descriptionFAPESP: 2019/05068-9-
Idioma: dc.languageen-
Relação: dc.relationFrontiers in Education-
???dc.source???: dc.sourceScopus-
Palavras-chave: dc.subjectBrazil-
Palavras-chave: dc.subjecteducation-
Palavras-chave: dc.subjectinclusion-
Palavras-chave: dc.subjectIndex for Inclusion-
Palavras-chave: dc.subjectschools-
Título: dc.titleStudents' perception of the strengths and weaknesses of the inclusive educational model of Brazilian municipal public schools-
Tipo de arquivo: dc.typelivro digital-
Aparece nas coleções:Repositório Institucional - Unesp

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