Construção de um sistema educacional inclusivo: um desafio político-pedagógico

Na realidade brasileira a proposta da construção de um sistema educacional inclusivo encontra-se amparada legalmente e em princípios teóricos fundamentados em ideais democráticos de igualdade, eqüidade e diversidade. No entanto, muitas vezes, as práticas inclusivas se distanciam sobremaneira das proposições teóricas e legais. Assim, neste artigo, temos como objetivo discutir aspectos relacionados ao delineamento de políticas públicas de inclusão educacional, considerando as ações político-administrativas e as de caráter pedagógico. Colocamos em debate as dificuldades de apreensão do caráter inter-setorial do processo, do conceito de educação inclusiva, como também as dificuldades de materialização de práticas não excludentes, da transformação do contexto educacional, tanto no que se refere às concepções quanto às ações na busca de implantação e implementação de um sistema inclusivo.

A historiografia das produções em periódicos de Sadao Omote

buscamos através deste texto materializar o percurso histórico trilhado pelos artigos em periódicos de Sadao Omote ao longo de suas três décadas de produção acadêmico - científica. Para tanto, recorremos ao currículo Lattes do referido autor e listamos todos seus artigos (41) incorporados na referida plataforma. Após este breve caminho exploratório, realizamos uma árida busca pela totalidade destes textos, apenas consubstanciada com a ajuda do próprio autor, o qual nos disponibilizou os textos faltantes. Feito isto, lemos minuciosamente cada artigo três vezes, extraindo deles os principais conceitos referentes à Educação Especial como campo de conhecimento. A intersecção destes elementos corporifica-se na presente análise, dividida em três partes, a saber: a) conceitos basilares trabalhados por Omote no campo da Educação Especial; b) idéias e apontamentos sobre o fenômeno da inclusão, dirigindo especial ênfase aos aspectos relacionados ao ambiente escolar, e; c) principais referências e temas retratados pelo referido autor; cuja concretude objetiva destacar criticamente os principais apontamentos de Sadao Omote referente à Educação Especial, nosso campo de estudo, e possíveis caminhos dialéticos à edificação de um sistema educacional que seja radical na qualidade de ensino por ele ministrada.

A multimedia environment for supporting the teaching of robotics systems

This paper aims at describing an educational system for teaching and learning robotic systems. Multimedia resources were used to construct a virtual laboratory where users are able to use functionalities of a virtual robotic arm, by moving and clicking the mouse without caring about the detailed internal robot operation. Moreover through the multimedia system the user can interact with a real robot arm. The engineering students are the target public of the developed system. With its contents and interactive capabilities, it has been used as a support to the traditional face-to-face classes on the subject of robotics.. In the paper it is first introduced the metaphor of Virtual Laboratory used in the system. Next, it is described the Graphical and Multimedia Environment approach: an interactive graphic user interface with a 3D environment for simulation. Design and implementation issues of the real-time interactive multimedia learning system, which supports the W3C SMIL standard for presenting the real-time multimedia teaching material, are described. Finally, some preliminary conclusions and possible future works from this research are presented.

Teaching robotics systems in a multimedia environment

This paper describes the development of a multimedia educational system to teach and learn robotic systems. Multimedia resources have been used to build a virtual laboratory where users are able to utilize functions of a robotic arm, by moving and clicking the mouse without worrying about the detailed robot internal operation. The multimedia system is integrated with a real robotic arm, which was also developed at the university. Through robotic topic presentations and interactive capabilities provided by this system and its tools, students can devote themselves on the learning process just as they do in the traditional face-to-face classes. and the target public of this system are the engineering students themselves.

Education and knowledge: basic pillars of changing production patterns with social equity

Includes bibliography

Analisando imagens: Um ensaio sobre a criação de fontes narrativas para compreender os Grupos Escolares

This paper is an essay on how photos can be analysed and used to create narratives which may serve as resources for historical studies about school practices. As an exercise, we deal with six old photographs taken in Grupos Escolares, a Brazilian educational institution founded in the last decade of the 19th Century and extinguished in the 1970's. According to some authors, these schools represented the beginning of the public educational system in Brazil.

Barbados: public-private sector partnership

Includes bibliography

Skill formation in Uruguay: what are the required labour qualifications for development?

Includes bibliography

Caribbean labour market challenges and policies

Includes bibliography

A Educação Matemática Focalizando Questões Sociais Maiores

Excessive specialization and the fascinating advances of technology and the sciences, particularly of mathematics, cause a false dichotomy between the sciences and technology and the arts and humanities. The survival of civilization is threatened. Clearly, the fragility of the current social organization allows for the exclusion of the larger part of the population from the benefits of progress. We need to revert this scenario, moving into a civilization without inequity, without uncontrolled consumerism and with respect for social and environmental conditions. In this paper, we discuss these issues and we illustrate with some examples how this can be achieved. We discuss the development of mathematics in Brazil, environmental crimes and its prevention through mathematical education, and a proposal for alternative educational models, using as an example the Waldorf Educational System.

Changes in the urban female labour market

Includes bibliography

ECLAC and the sociology of development

Includes bibliography

Marginality and social integration in Uruguay

Includes bibliography

Education and development in Brazil, 1995-2000

Includes bibliography

Effects of urban segregation on education in Montevideo

Includes bibliography