https://orcid.org/0000-0002-6334-7592
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ABSTRACT
Assuming the Brazilian context, emphasis is placed on occupational therapists’ reflections to contribute to an international dialogue on concepts that support practices in schools/the educational sector that are still little explored. Initially, the World Federation of Occupational Therapists’ position, which adheres to a certain perspective of ‘Inclusion’, applied to schooling processes is challenged. We aim to foster theoretical development about the concept of ‘Inclusion’ in education, in dialogue with occupational therapy and its proposals for this area. The defence of a democratic school by occupational therapists is advocated considering its limitations and possibilities in a society founded on inequality. The question remains as to which new concepts will underpin our practices or whether we can/should assume the task of rewriting/reframing them in search of what motivates us: concern to ensure, in daily professional practice, the access, permanence and, mainly, participation of those who are outside school.
Disclosure statement
No potential conflict of interest was reported by the authors.
Notes
1 Related to the common assumption that ‘Inclusion’ refers to education for disabled students, or those categorized as ‘having special educational needs’, in mainstream schools.
2 Referring to the exclusion of students with ‘bad behaviour’ who would fit in the group of those ‘having special educational needs’ in a broader perspective.
3 An increasing trend for exclusion in education to be viewed more broadly, in terms of overcoming discrimination and disadvantage in relation to any groups vulnerable to exclusionary pressures, but in a somewhat broader and more fluid way, also considering different forms of exclusion, such as that experienced by, for example, children with disabilities, children who are excluded from their schools for disciplinary reasons, and people living in poor communities (Ainscow et al., Citation2006).
4 Associated with the idea of ‘comprehensive school’, which in several countries is premised on the desirability of creating a single type of ‘school for all’, serving a socially diverse community (Ainscow et al., Citation2006).
5 It emerges with the ‘Education for All’ (EFA) movement, created in the 1990s around a set of international policies, mainly coordinated by UNESCO, given impetus by two major international conferences held in Jomtien in 1990 (UNESCO, Citation1998a), and Dakar in 2000 (UNESCO, Citation2001), related notably with increasing access to, and participation within education, across the world (Ainscow et al., Citation2006).
6 These educators, despite their different perspectives, have pointed out since the 1950s and 60s the need to construct a ‘truly’ democratic education (Bueno, Citation2008).
7 In reference to Anísio Teixeira and Paulo Freire.
8 A Hungarian sociologist recognized for his writings on social reconstruction and education in the mid-twentieth century.
9 Aphilosopher from USA born in 1859. One of the main representatives of Pragmatism, which gained strength in the twentieth century; his works also influenced the areas of psychology and education.
10 A French psychologist, philosopher and sociologist born in 1858. Along with Karl Marx and Max Weber, Durkheim composed the triad of classical social thinkers.
11 A sociologist from USA born in 1902. One of the main representatives of the structural-functionalist theory, he sought to unite sociology, social anthropology and clinical psychology in his writings
12 Educational movement for the renewal of teaching that started from the strong criticism of the theoretical and methodological assumptions of traditional school. It emerged in the early twentieth century (Cambi, Citation1999; Dewey, Citation1979).
13 A French sociologist born in 1930, who wrote ‘La Reproduction’ in partnership with Pierre Bourdieu in 1970.
14 Also, a French sociologist born in 1930 whose contributions are widely recognized, especially in the areas of sociology, anthropology, and education. His works address the themes of school, culture, literature, art, media, linguistics, and politics.
15 An economist from USA born in 1930. He was one of the pioneers in his field of knowledge to take a chance on topics previously considered in the field of sociology, having expanded the approach to the theory of human capital.
16 Also, an economist from USA born in 1902. Professor of educational economics at the University of Chicago, he is considered one of the main formulators of the theory of human capital.
17 A German education economist born in 1909, recognized in his country for his contributions to this field, was one of the founders of the Study Group on Economics of Education funded by the Organization for Economic Co-operation and Development (OECD).
18 An economist from USA born in 1924. He was one of the main representatives of the theory of economic growth.
19 Born in Algeria in 1918, he was a French returnee. This philosopher was considered one of those responsible for the renewal of Marxist thought in France, having inspired several studies on the school system.
20 A Greek philosopher and sociologist born in 1936, and a signatory to the structural Marxism.
21 A French sociologist born in 1938 who has focused mainly on education. Alongside Cristian Baudelot, he developed a theory about the dualistic functioning of the education system.
22 An Italian Marxist philosopher born in 1891 who dedicated most of his work to the analysis of the centrality of culture and the role of intellectuals in the processes of historical transformation, which influenced his thoughts about school.
23 According to Gramsci (Citation2000), the social mark is given by the fact that there is a specific school style for each social group.