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(Reference retrieved automatically from Web of Science through information on FAPESP grant and its corresponding number as mentioned in the publication by the authors.)


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Vieira Machado, Edileine [1, 2] ; Denari, Fatima Elisabeth [3]
Total Authors: 2
[1] Cesmac Univ Ctr, Psychol Course, Maceio, Alagoas - Brazil
[2] Pontificia Univ Catolica Minas Gerais, Interinst Doctorate Program Letters, Belo Horizonte, MG - Brazil
[3] Fed Univ Sao Carlos UFSCAR, Psychol Dept, Sao Carlos, SP - Brazil
Total Affiliations: 3
Document type: Journal article
Source: REVISTA IBERO-AMERICANA DE ESTUDOS EM EDUCACAO; v. 15, n. 1, p. 900-914, MAY 2020.
Web of Science Citations: 0

This article presents an excerpt from the results of a research financed by FAPESP (Fapesp Process: no. 2012/50681-1), which is shared by one of the authors with the rest of this work, they developed an investigation on a case study with the aim of showing possible contribution of the phenomenological method to the understanding of inclusive processes. In school realities it can be evidenced inclusive movements of people concerned and committed to the cause, however, they do not account for the inclusive process in its entirety, due to the lack of adherence of those who make up the structure and culture of the school and the person who wants to be included and had not been consulted. It is assumed that, understanding the phenomenological method, this is a possible path for the formation of the inclusive subject, as it enables the understanding of inclusive processes, more specifically, the starting point: gnosiological, ontological and psychological knowledge of the people involved. (AU)

FAPESP's process: 12/50681-1 - Inclusion public policy: contributions of the phenomenological method to the understanding of inclusive processes
Grantee:Edileine Vieira Machado da Silva
Support Opportunities: Regular Research Grants