Historically, the person with deficiency? not importing the type of shunting line? she always dealt with the manipulation of its identity, initially in the family, later in the school and other social spaces, in which she establishes interactions. In after-modernity, the speech of the inclusion is had and of the acceptance of the diversities, tolerance sends regards to it and the respect with regard to the people with deficiency. Some speeches on inclusion allude to the model deficiency physician-doctor as fully surpassed, it enters the principles of the movements in favor of the inclusion proclaims it ' ' celebration of diferenas' ' , ' ' solidarity humanitria' ' , in clear option to deal with the diversity, inside of a not-critical perspective – not problematizando the question of the identity and the difference. We act as a lawyer that the understanding of the practical one of the inclusive education must leave of the knowledge of the form as pertaining to school community chore daily with the people with deficiency, where the actions can be understood in the natural environment of occurrence. Thus, it is not possible to divorce the actions and conceptions the actors of the partner-cultural context in which they are inserted. This sends to the circulating conceptions of identity in the schools that practise the inclusion. But the possible inclusive education, inside of the objective conditions of the schools that, generally, it differs from the official proposals. We understand identity as well more than a biological or psicossocial reality; it is related to the joint elaboration of each particular society, throughout its history, something that has to see with rules and social norms, the social control and the relations of being able. Iniguez (2001) points that the identity notion is born of the relations and social interchanges that allow an identification with that they encircle in them and a differentiation in relation they.
Tag Archive: psychology
The social inclusion constitutes, then, a bilateral process in which the people, still excluded, and the society searchs, in partnership, to equate problems, to decide on solutions and to accomplish the equalization of chances for all, (SASSAKI). The practical one of the social inclusion rests in considered principles until then uncommon, such as: the acceptance of the individual differences, the valuation of each person, the convivncia inside of the diversity human being, the learning through the cooperation. The diversity human being is represented; mainly, for national origin, sexual option, religion, sort, age, race and deficiency. Academic of the Course of Pedagogia of the University of Passo Fundo Soledade Campus. What it is an inclusive school? We say that to the inclusion when the school does not exclude some of its pupils or children and young candidates the school registration in reason of any individual attribute of the type: sort (sex), color (etnias diverse), deficiency (physical, mental, visual, auditory or multiple), social classroom (economic situation partner), conditions of health (virus HIV, epilepsy, syndrome of tourette, mental upheaval) and others.
In an inclusive school, all the pupils, with or without some of these individual attributes, study together in the same classrooms. All thus different ones, therefore, nobody is equal. If the individual difference between the people did not exist, nor the least would exist the diversity between the same ones, therefore each individual holds an only definition. Each one with its initiatives, attitudes, ways to think and to act. Thus constructing and creating its proper identity. Relation the worked concepts, I believe that the society has much to move in relation to the acceptance of the differences, and to perceive that rare we will go to find people ' ' normais' ' , this is something inadequate of if to say for a child, since small we must clarify doubts the children, whom an immense diversity in the school of children exists is that the differences are blossomed next to them and fit to the professor and the family to collaborate with the differences perceiving and accepting, that nor alive and equal one to be all we are different and we need respect and acceptance.
METAPHYSICS AND Emmanuel Kant. Ed. Icon. 1993, pg.19). But the opposite is not reciprocal, being this not a cause but also to podeter its effect, continues the author ‘ ‘ However feeling is called acapacidade to try pleasure or displeasure with the idea of a thing, pelarazo of that these two states contain only subjective pure in its relaocom our representation and in no way a relation to an object that if tratede to know (…) These laws of the freedom is called moral, of form to aserem distinguished from the natural or physical laws.
When aaes are mentioned only external and its legitimacy, is called> legal. However, if almdisso demands that the proper laws are the determinative principles of the action, then is called ethics in the meaning most proper of the word. then say-dries the simple conformity of the external action with the legal laws constitutes sualegalidade; its conformity with the moral laws is its moralidade' '. Physical sensitivity is the college to feel pain or to oprazer in consequence of the objects that relation has to them. In this semanifesta occasion the desire of the happiness and all more the propensities that have for objetoo to be well. Sensitivity or the moral sense is the college to feel justopela approval or censorship of the action. In this occasion if it develops or he appears oamor more of justice and the propensities that the duty has for object. The reason, therefore, observing the march of the propensities that odesejo of the happiness stimulates the man to provide its conservation and good to be, and that physical sensitivity is its natural guide in this investigation. The moral sense is its first and safer guide, daqui to vemchamar conscience this supreme court of who does not have more resource; that it approves and it condemns without reasoning that orders to believe without hesitating and that infalvel in its ditames, when the passions or damages give place to its voice.
To be educator in the contemporaneidade she is necessary to understand as if of the o human development and its importance in the changes that occur for the formation of the personality human being. She is necessary to understand the child and the adolescent, its mental growth or its development of behaviors until the phase of transistion consisting of the adolescence that marks the insertion of the individual in the adult society. Jean Piaget created a new psychology, placing it in the general context of the interaction between citizen and way. With the studies regarding the infantile development and of the adolescence, the development concept was moving, when it studies the phases of the infantile development and the adolescence, it perceives that they exist characteristic common to each etria band, what it takes people to wait similar answers between the people of the same etria band. It educator to develop in the best way its function is necessary that it knows some aspects of the human developments, that are biological development leaving of general answers specific answers, being a process continuous and commanded, its rhythm are constant, and that each part of the organism has its proper rhythm of development. Therefore, the psychology of the education is one disciplines that it searchs to recognize and to understand the practical lived deeply individual differences in the daily one of the educative ones, looking for to analyze the human behavior through diverse theories, beyond studying the human development that if manifest in multiple different aspects of the life human being that, however, they are interlaced and they are influential between itself. The aspects are of: – physical development: changes in the physical body, brain, sensorial capacity and motor abilities (biological apparatus); – cognitivo development: changes in the mental capacity (learning, memory, reasoning, thought and language); – psicossocial development: changes in the personality of the individual. .