Resumo

SANTOS, Jaciete Barbosa dos  e  OGASAWARA, Jenifer Satie Vaz. Inclusive Education in Contemporaneity in the Light of the Critical Theory of Society. RLEC/LJCS [online]. 2021, vol.8, n.2, pp.63-78.  Epub 01-Maio-2023. ISSN 2184-0458.  https://doi.org/10.21814/rlec.3528.

First stated at the end of the last century, the inclusive education proposal had more significant effervescence in the first decade of the current century, as we verified in the scope of the research, studies, and legislative enactments. Nevertheless, the educational process of people with disabilities is precarious in Brazil and worldwide. That is evident both by the unavailability of basic accessibility resources and services and the persistence of beliefs and attitudes that hinder the decent educational inclusion of these people. This article aims to reflect on the educational inclusion of people with disabilities in the contemporary context, taking as a reference the critical theory of society, mainly the studies of Adorno (1970/1995, 1972/2010). It also analyses the need to expand the focus on this issue beyond the specificities of people with disabilities. In parallel, this text points out the need to foster individuals’ formation in the educational environment capable of recognizing the humanity within all and each of us. It is considered that this will only be truly possible when the educational systems assume the commitment to the formation of human values that awaken us to perceive similarities and differences in the other as natural aspects of human diversity that constitute us. This change largely depends on proper formation supported by the individuals’ critical self-reflection and society, concomitantly. Otherwise, we will be increasingly exposed to barbarism, resulting from a pseudo-formation/semi-formation that still prevails in most institutions.

Palavras-chave : inclusive education; critical theory of society; cultural formation; disability; education.

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