Intersectionalities and special education on the perspective of the inclusive education

Fecha
2021-01-11Autor
Freitas, Marcos Cezar de
Santos, Larissa Xavier
Tipo
ArtigoDOI
https://doi.org/10.1590/198053147896Metadatos
Mostrar el registro completo del ítemTítulo alternativo
Interseccionalidade e educação especial na perspectiva da educação inclusivaResumen
The purpose of this article is to show that in research on the schooling of children with disabilities or
chronically ill, intersectionality with issues of gender, race, social class and ethnicity are fundamental.
The analysis was conducted based on this assumption, considered here as structuring of inclusive
education. In order to carry out a narrative that validates this assumption, methodologically,
information obtained in long ethnographic efforts with adults who accompany children registered as
a target audience for special education in their respective schools was used. The conclusion we reached
was that without criticizing the frameworks of gender, race and class that we witness the corporealities
in question would not have been analyzed in an inclusive perspective.
INCLUSIVE EDUCATION • SPECIAL EDUCATION • ETHNOGRAPHY • RACE