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Modelo de educação especial na Madeira de 1965 a 2011: conhecimento, cenários e propósitos, numa perspectiva diacrónica: um estudo na Região Autónoma da Madeira
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Abstract(s)
O combate à exclusão e à segregação e a apologia dos valores inerentes à inclusão constituíramse, ao longo da História da Humanidade, em marcos ideológicos de um percurso pródigo em debates e recomendações. Diferentes movimentos sociais, secundados pela publicação de normativos e recomendações, empenharam-se na defesa dos princípios da normalização, da igualdade de oportunidades e da educação para todos. No presente trabalho, abordamos a evolução de conceitos, subjacentes às Ciências da Educação e à Educação Especial, bem como às Teorias Curriculares e à Inovação Pedagógica, para analisar o modo como estes domínios do saber se harmonizam com a Inclusão. Convictos de que a escola do século XXI se confronta com a complexidade dos sistemas que a constituem, sejam eles, políticos, económicos ou culturais, aludimos aos ambientes de aprendizagem heterogéneos, em interconexão com os contextos educativos e pedagógicos, aliados à implementação de práticas inclusivas, à gestão de recursos, às tomadas de decisão, à flexibilidade curricular e à diferenciação pedagógica. A vertente empírica do trabalho, em interdependência com o enquadramento teórico que a justifica, incide na análise e reflexão ao modo como a Região Autónoma da Madeira acolheu e transformou as orientações nacionais e internacionais e o conhecimento que o avanço científico ditou, no campo da Educação Especial, num paradigma diferenciador, ao nível da governação, espelhado na política curricular inovadora que incrementou, nesta área do conhecimento. Numa pesquisa qualitativa, recorremos ao estudo de caso e às narrativas, em estreita ligação com a retrospetiva da história de vida de Eleutério de Aguiar, mentor e líder carismático da Educação Especial na Madeira, para retratar a visão, a missão e os valores protagonizados pela Direção Regional de Educação Especial e Reabilitação, na implementação do modelo que incrementou nos cenários em que interveio.
The fight against exclusion and segregation and the apology of the values inherent to inclusion were, throughout the history of humanity, ideological milestones of a lavish course in debates and recommendations. Different social movements, supported by the publication of regulations and recommendations, have been committed to defending the principles of standardization, equal opportunities and education for all. In the present work, we discuss the evolution of concepts, underlying the Education Sciences and Special Education, as well as Curricular Theories and Pedagogical Innovation, to analyze how these domains of knowledge harmonize with Inclusion. Convinced that the 21st century school is confronted with the complexity of the systems that constitute it, be they political, economic or cultural, we refer to heterogeneous learning environments, interconnected with educational and pedagogical contexts, allied to the implementation of inclusive practices, resource management, decision making, curricular flexibility and pedagogical differentiation. The empirical aspect of the work, in interdependence with the theoretical framework that justifies it, focuses on the analysis and reflection on the way in which the Autonomous Region of Madeira has accepted and transformed the national and international guidelines and the knowledge that the scientific advance dictated in the field of Education Special, in a differentiating paradigm, at the level of governance, mirrored in the innovative curricular policy that has increased, in this area of knowledge. In a qualitative research, we used the case study and the narratives, in close connection with Eleutério de Aguiar's life history retrospective, a mentor and charismatic leader of Special Education in Madeira, to portray the vision, mission and values of Regional Directorate of Special Education and Rehabilitation, in the implementation of the model that increased in the scenarios in which it intervened.
The fight against exclusion and segregation and the apology of the values inherent to inclusion were, throughout the history of humanity, ideological milestones of a lavish course in debates and recommendations. Different social movements, supported by the publication of regulations and recommendations, have been committed to defending the principles of standardization, equal opportunities and education for all. In the present work, we discuss the evolution of concepts, underlying the Education Sciences and Special Education, as well as Curricular Theories and Pedagogical Innovation, to analyze how these domains of knowledge harmonize with Inclusion. Convinced that the 21st century school is confronted with the complexity of the systems that constitute it, be they political, economic or cultural, we refer to heterogeneous learning environments, interconnected with educational and pedagogical contexts, allied to the implementation of inclusive practices, resource management, decision making, curricular flexibility and pedagogical differentiation. The empirical aspect of the work, in interdependence with the theoretical framework that justifies it, focuses on the analysis and reflection on the way in which the Autonomous Region of Madeira has accepted and transformed the national and international guidelines and the knowledge that the scientific advance dictated in the field of Education Special, in a differentiating paradigm, at the level of governance, mirrored in the innovative curricular policy that has increased, in this area of knowledge. In a qualitative research, we used the case study and the narratives, in close connection with Eleutério de Aguiar's life history retrospective, a mentor and charismatic leader of Special Education in Madeira, to portray the vision, mission and values of Regional Directorate of Special Education and Rehabilitation, in the implementation of the model that increased in the scenarios in which it intervened.
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Política curricular Educação especial Inclusão Pesquisa qualitativa Heterogeneidade Diferenciação pedagógica Curriculum policy Special education Inclusion Qualitative research Heterogeneity Pedagogical differentiation Madeira (Portugal) Ciências da Educação, especialidade de Currículo . Faculdade de Ciências Sociais