Éducation inclusive au Brésil (notice n° 1000373)
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| 000 -LEADER | |
|---|---|
| fixed length control field | 02223cam a2200265 4500500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20250125133821.0 |
| 041 ## - LANGUAGE CODE | |
| Language code of text/sound track or separate title | fre |
| 042 ## - AUTHENTICATION CODE | |
| Authentication code | dc |
| 100 10 - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Santana Painaud, Keyla |
| Relator term | author |
| 245 00 - TITLE STATEMENT | |
| Title | Éducation inclusive au Brésil |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Date of publication, distribution, etc. | 2020.<br/> |
| 500 ## - GENERAL NOTE | |
| General note | 54 |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | L’adhésion du Brésil à un certain nombre d’accords internationaux portés sur l’éducation inclusive (Déclarations de Salamanque, 1994, New Dehli, 1993, Durban, 2001) traduit un geste du pays en faveur des politiques éducatives démocratiques fondées sur la non-discrimination. Toutefois, en dépit de toute attente, l’analyse des démarches entreprises sur le plan national soulève des incertitudes quant à la mise en œuvre du projet. De manière à contribuer à cette réflexion, cet article propose une analyse des contradictions ainsi que des ambigüités dans lesquelles s’inscrivent la plupart des actions visant à mise en œuvre de l’éducation inclusive sur le plan national. |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | Brazil’s adherence to several international agreements, such as education (Salamanca, Statement and Framework for action an special needs education, 1999, New Delhi, 1993, Durban, 2001) reflecting on country management in democracy politics of antidiscrimination. In fact, it wares aware of an independent analysis of national plans of doubts to the future project. A careful analysis of the Portuguese translations of the normative framework reveals a few uncertainties. To contribute to the analysis about the conditions of emerging from the model of inclusive education in the Brazil, this article examined the coherence between internationals and Brazilians strategies to the benefit the inclusive project. |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | inégalités scolaires |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Brésil |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | éducation inclusive |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | éducation spécialisée |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Brazil |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | special education |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | inclusive Education |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | inequalities |
| 786 0# - DATA SOURCE ENTRY | |
| Note | Spirale - Revue de recherches en éducation | 65-2 | 2 | 2020-04-01 | p. 65-74 | 0994-3722 |
| 856 41 - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | <a href="https://shs.cairn.info/revue-spirale-revue-de-recherches-en-education-2020-2-page-65?lang=fr&redirect-ssocas=7080">https://shs.cairn.info/revue-spirale-revue-de-recherches-en-education-2020-2-page-65?lang=fr&redirect-ssocas=7080</a> |
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