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A aplicação da pedagogia da inclusão a partir da prática dos círculos de construção de paz
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A promulgação da Lei Brasileira de Inclusão da Pessoa com Deficiência (Lei nº 13.146/2015) representou um marco na consolidação dos direitos humanos no país, estabelecendo diretrizes para a promoção da igualdade, acessibilidade e participação plena. Passada uma década, torna-se fundamental analisar os avanços e desafios na efetivação da Lei de Inclusão no Ceará, identificando políticas públicas implementadas e iniciativas que possibilitem o fortalecimento da implementação da lei, pensando a inclusão também de forma ampla e sistêmica. O uso de práticas da justiça restaurativa no Ceará tem-se mostrado como ferramenta eficaz para o processo de inclusão de todas as pessoas e na perspectiva de fortalecimento da garantia de direitos das pessoas com deficiência principalmente em espaços escolares, no ano de 2018 a experiencia da Pastoral do Menor desenvolvendo um projeto de implementação de Círculos de Construção de Paz em escolas do município de Trairi no Ceará, se consolidou como uma política pública municipal A presente dissertação tem como objetivo analisar como se estabeleceu a pedagogia da inclusão a partir da implementação dos Círculos de Construção de Paz no município do Trairi- CE, compreendendo suas contribuições para a práxis dos professores e promoção de práticas educativas inclusivas, dialógicas e participativas. Fundamenta-se em referenciais teóricos da educação inclusiva, da cultura de paz e da Justiça Restaurativa, dentre outros referenciais que fundamentam a prática educativa, dialogando com autores como Paulo Freire, Johan Galtung e Kay Pranis. Metodologicamente, trata-se de uma pesquisa ação e de abordagem qualitativa, de natureza exploratória e descritiva, desenvolvida por meio de estudo de campo em contextos educacionais da região do Trairi, utilizando observação participante, entrevistas e análise documental. Os resultados evidenciam que os Círculos de Construção de Paz se configuram como uma prática potente para o fortalecimento da inclusão, ao promover espaços de escuta, diálogo, participação e reconhecimento das singularidades dos sujeitos. Observa-se que a utilização dessa metodologia contribui para a construção de relações mais respeitosas, para a mediação de conflitos e para o desenvolvimento de competências socioemocionais, favorecendo a convivência democrática e a cultura de paz no ambiente escolar. Conclui-se que a pedagogia da inclusão, articulada aos Círculos de Construção de Paz, possibilita a ressignificação das práticas pedagógicas, da convivência no ambiente escolar e institucional diverso ampliando as possibilidades de acolhimento, pertencimento e participação de todos as pessoas.
The enactment of the Brazilian Inclusion Law for Persons with Disabilities (Law No. 13.146/2015) represented a milestone in the consolidation of human rights in Brazil, establishing guidelines for the promotion of equality, accessibility, and full participation. After a decade, it becomes essential to analyze the advances and challenges in the implementation of this law in the state of Ceará, identifying public policies and initiatives that strengthen its effectiveness, considering inclusion in a broad and systemic perspective. In this context, the use of restorative justice practices in Ceará has proven to be an effective tool for promoting inclusion and strengthening the guarantee of rights for persons with disabilities, especially in school settings. In 2018, the experience of Pastoral do Menor, through the implementation of Peacebuilding Circles in schools in the municipality of Trairi, Ceará, became consolidated as a municipal public policy. This dissertation aims to analyze how the pedagogy of inclusion has been established through the implementation of Peacebuilding Circles in the municipality of Trairi-CE, understanding their contributions to teachers’ praxis and to the promotion of inclusive, dialogical, and participatory educational practices. The study is grounded in theoretical frameworks of inclusive education, culture of peace, and restorative justice, in dialogue with authors such as Paulo Freire, Johan Galtung, and Kay Pranis. Methodologically, it is an action research study with a qualitative approach, of exploratory and descriptive nature, developed through field research in educational contexts in the Trairi region, using participant observation, interviews, and document analysis. The results indicate that Peacebuilding Circles constitute a powerful practice for strengthening inclusion by promoting spaces of listening, dialogue, participation, and recognition of individuals’ singularities. The use of this methodology contributes to the development of more respectful relationships, conflict mediation, and the enhancement of socio-emotional competencies, fostering democratic coexistence and a culture of peace in the school environment. It is concluded that the pedagogy of inclusion, articulated with Peacebuilding Circles, enables the re-signification of pedagogical practices and school coexistence, expanding possibilities for inclusion, belonging, and participation of all individuals.
The enactment of the Brazilian Inclusion Law for Persons with Disabilities (Law No. 13.146/2015) represented a milestone in the consolidation of human rights in Brazil, establishing guidelines for the promotion of equality, accessibility, and full participation. After a decade, it becomes essential to analyze the advances and challenges in the implementation of this law in the state of Ceará, identifying public policies and initiatives that strengthen its effectiveness, considering inclusion in a broad and systemic perspective. In this context, the use of restorative justice practices in Ceará has proven to be an effective tool for promoting inclusion and strengthening the guarantee of rights for persons with disabilities, especially in school settings. In 2018, the experience of Pastoral do Menor, through the implementation of Peacebuilding Circles in schools in the municipality of Trairi, Ceará, became consolidated as a municipal public policy. This dissertation aims to analyze how the pedagogy of inclusion has been established through the implementation of Peacebuilding Circles in the municipality of Trairi-CE, understanding their contributions to teachers’ praxis and to the promotion of inclusive, dialogical, and participatory educational practices. The study is grounded in theoretical frameworks of inclusive education, culture of peace, and restorative justice, in dialogue with authors such as Paulo Freire, Johan Galtung, and Kay Pranis. Methodologically, it is an action research study with a qualitative approach, of exploratory and descriptive nature, developed through field research in educational contexts in the Trairi region, using participant observation, interviews, and document analysis. The results indicate that Peacebuilding Circles constitute a powerful practice for strengthening inclusion by promoting spaces of listening, dialogue, participation, and recognition of individuals’ singularities. The use of this methodology contributes to the development of more respectful relationships, conflict mediation, and the enhancement of socio-emotional competencies, fostering democratic coexistence and a culture of peace in the school environment. It is concluded that the pedagogy of inclusion, articulated with Peacebuilding Circles, enables the re-signification of pedagogical practices and school coexistence, expanding possibilities for inclusion, belonging, and participation of all individuals.
Descrição
Palavras-chave
Educação inclusiva Cultura de paz Círculos de construção de paz Justiça restaurativa Inclusive education Culture of peace Peacebuilding circles Restorative justice
Contexto Educativo
Citação
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Licença CC
Sem licença CC