Students' perception of the strengths and weaknesses of the inclusive educational model of Brazilian municipal public schools

Introduction 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 the process of educational inclus...

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Published inFrontiers in education (Lausanne) Vol. 9
Main Authors Capellini, Vera, Muñoz-Martínez, Yolanda, Gómez Puerta, Jose Marcos, Reis, Verônica Lima dos, Rocha, Eduardo Pimentel da
Format Journal Article
LanguageEnglish
Published Frontiers Media S.A 05.09.2024
Subjects
Brazil
education
inclusion
Index for Inclusion
schools
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Summary:Introduction 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 the process of educational inclusion of children with specific educational needs difficult. Method In this study, we used the Index for Inclusion to investigate children's perceptions considering the three things they like most about their 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 . Results The results revealed 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. Discussion 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.
ISSN:2504-284X
2504-284X
DOI:10.3389/feduc.2024.1435826