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ORIGINAL RESEARCH article
Front. Educ.
Sec. Language, Culture and Diversity
Volume 9 - 2024 |
doi: 10.3389/feduc.2024.1435826
This article is part of the Research Topic Cross-sectoral Collaboration in Inclusive Education View all 6 articles
Students' perception of the strengths and weaknesses of the inclusive educational model of Brazilian municipal public schools
Provisionally accepted- 1 São Paulo State University, São Paulo, São Paulo, Brazil
- 2 University of Alcalá, Alcalá de Henares, Madrid, Spain
- 3 University of Alicante, Alicante, Valencian Community, Spain
Brazil is a signatory of important documents that advocate the promotion and access to equitable, inclusive, and quality education. However, the construction of inclusive policies, practices, and cultures has been little discussed in the country, making difficult the process of educational inclusion of children with specific educational needs. This study aimed to investigate the perception of 6- and 7-year-old Brazilian students about the strengths and weaknesses of the inclusive educational model of municipal public schools in a city in Brazil. The Index for Inclusion was used to investigate children's perceptions considering the three things they like most about school and the three things they dislike. Data was analyzed qualitatively through content analysis, using prefixed categories created according to the children's answers to the Index (strengths and weaknesses), categorized considering the dimensions and subdimensions assessed by the Index. The results pointed out that children perceive the infrastructural and urban barriers present in their context, which are considered weaknesses for developing inclusive policies, practices, and cultures in their school contexts. On the other hand, they do not show attitudinal barriers, that is, they do not judge others for their differences. Thus, working on differences, from the first school stage, to build a positive relationship between children and the development of practices and an inclusive school can benefit the construction of a school community free of segregating values present in our culture, contributing to the development of inclusive policies, practices, and cultures in school environments.
Keywords: Education, inclusion, Schools, Brazil, Index for Inclusion
Received: 21 May 2024; Accepted: 20 Aug 2024.
Copyright: © 2024 Capellini, Muñoz-Martínez, Gómez-Puerta, Reis and Rocha. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence:
Vera Capellini, São Paulo State University, São Paulo, 01049-010, São Paulo, Brazil
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