<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2184-0458</journal-id>
<journal-title><![CDATA[Revista Lusófona de Estudos Culturais (RLEC)/Lusophone Journal of Cultural Studies (LJCS)]]></journal-title>
<abbrev-journal-title><![CDATA[RLEC/LJCS]]></abbrev-journal-title>
<issn>2184-0458</issn>
<publisher>
<publisher-name><![CDATA[Centro de Estudos de Comunicação e Sociedade (CECS)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2184-04582021000200063</article-id>
<article-id pub-id-type="doi">10.21814/rlec.3528</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Educação Inclusiva na Contemporaneidade à Luz da Teoria Crítica da Sociedade]]></article-title>
<article-title xml:lang="en"><![CDATA[Inclusive Education in Contemporaneity in the Light of the Critical Theory of Society]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santos]]></surname>
<given-names><![CDATA[Jaciete Barbosa dos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ogasawara]]></surname>
<given-names><![CDATA[Jenifer Satie Vaz]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Estado da Bahia  ]]></institution>
<addr-line><![CDATA[ Salvador]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>30</day>
<month>12</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>30</day>
<month>12</month>
<year>2021</year>
</pub-date>
<volume>8</volume>
<numero>2</numero>
<fpage>63</fpage>
<lpage>78</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_arttext&amp;pid=S2184-04582021000200063&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_abstract&amp;pid=S2184-04582021000200063&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_pdf&amp;pid=S2184-04582021000200063&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A proposta de educação inclusiva, iniciada no final do século passado, obteve maior efervescência na primeira década do século vigente, conforme verificamos no âmbito das pesquisas, estudos e promulgações legislativas. Todavia, no Brasil, assim como em muitos países do mundo, o processo educacional de pessoas com deficiência ainda é permeado por muita precariedade, evidenciada tanto pela indisponibilidade de recursos e serviços básicos de acessibilidade, quanto pela manutenção de crenças e atitudes que impedem a inclusão educacional digna dessas pessoas. O presente artigo visa refletir acerca da inclusão educacional das pessoas com deficiência no contexto contemporâneo, tomando como referência a teoria crítica da sociedade, sobretudo os estudos de Adorno (1970/1995, 1972/2010). Analisa-se, também, no decorrer deste trabalho a necessidade de ampliação do olhar em relação a essa temática para além das especificidades que possuem as pessoas com deficiência. Ademais, buscou-se, paralelamente, apontar a necessidade de fomentar no ambiente educacional uma formação que permita ao indivíduo reconhecer a humanidade contida em todos(as) e em cada um(a). Considera-se que isso só será verdadeiramente possível quando os sistemas educacionais assumirem o compromisso com a formação de valores humanos que nos despertem a perceber nos outros semelhanças e diferenças como aspectos naturais da diversidade humana que nos constitui. Esta mudança depende, em grande medida, de uma verdadeira formação, amparada na autorreflexão crítica dos indivíduos e da sociedade, concomitantemente. Do contrário, ficaremos cada vez mais expostos à barbárie, resultante de uma pseudoformação/semiformação, que ainda impera na maioria das nossas instituições.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract 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&#8217; 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&#8217; 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.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[educação inclusiva]]></kwd>
<kwd lng="pt"><![CDATA[teoria crítica da sociedade]]></kwd>
<kwd lng="pt"><![CDATA[formação cultural]]></kwd>
<kwd lng="pt"><![CDATA[deficiência]]></kwd>
<kwd lng="pt"><![CDATA[educação]]></kwd>
<kwd lng="en"><![CDATA[inclusive education]]></kwd>
<kwd lng="en"><![CDATA[critical theory of society]]></kwd>
<kwd lng="en"><![CDATA[cultural formation]]></kwd>
<kwd lng="en"><![CDATA[disability]]></kwd>
<kwd lng="en"><![CDATA[education]]></kwd>
</kwd-group>
</article-meta>
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