Inclusive Education in the Countryside in Presidente Figueiredo, Amazonas - Castro de Almeida, Luis Sergio
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The book investigates the inclusion of people with disabilities, global development disorders and high abilities in rural schools in the communities of the roads, forests and waters of Presidente Figueiredo in Amazonas, Brazil. The book is aimed at education professionals and offers them a way of demarcating the complex, the transdisciplinary and the possibilities of including the other, in a context that is configured in a transreality. There is a political-altruistic action permeated by a humanising sense, which takes place in the school, on the banks of the river, in the Amazonian…mehr

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Produktbeschreibung
The book investigates the inclusion of people with disabilities, global development disorders and high abilities in rural schools in the communities of the roads, forests and waters of Presidente Figueiredo in Amazonas, Brazil. The book is aimed at education professionals and offers them a way of demarcating the complex, the transdisciplinary and the possibilities of including the other, in a context that is configured in a transreality. There is a political-altruistic action permeated by a humanising sense, which takes place in the school, on the banks of the river, in the Amazonian communities. These are aspects that concern the relationship between the way the school does things and the determinations legislated by Brazil's inclusive public education policies. In the configuration of this complex network of realities, what these public policies weave and what threads they leave loose, as we approach a horizon of uncertainties, subjectivities and objectifications, presuppose human actions that need to be collective and implemented by the actors that make up the Inclusive School and the community. Happy reading.
Autorenporträt
Doctor en Educación por el programa PPGE/FACED de la Universidad Federal de Amazonas (UFAM). Máster en Educación (2003) y licenciado en Pedagogía (2000) por la misma institución, es investigador del Centro de Estudios e Investigaciones en Psicopedagogía Diferencial (NEPPD) y del Grupo de Estudios e Investigaciones - Políticas Públicas y Educación (GPPE) de la UFAM.