Navegando por Autor "BEYER, Hugo Otto"

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    O pioneirismo da escola flämming na proposta de integração (inclusão) escolar na Alemanha: aspectos pedagógicos decorrentes
    (2005) BEYER, Hugo Otto
    Flämming school, in Berlin, is a pioneer mark in the history of school integration (inclusion) of pupils with special educational needs in Germany. Having begun as a small experience, conducted by a group of children's parents with deficiency, firstly in the pre-school, to move forward through the fundamental teaching, it consolidated as an experience that became paradigmatical for new experiences of school integration in other German states. After almost 30 years, several pedagogical principles elapse of this experience: the teaching guided according pupil, as base of the inclusive education; individualization of objectives; individualization of didactic; individualization of evaluation; two teaching system; principle of togetherness; principle of necessity; principle of proximity and of adaptation (concept of "subsidiary" special education).
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    Por que Lev Vygotski quando se propõe uma educação inclusiva?
    (2005) BEYER, Hugo Otto
    The reflection around the current project of inclusive education drives to the work of Lev S. Vygotski (1896-1934) for a very simple reason: he was one of the first authors of the century XX, whose ideas defended visibly principles that today sustain the inclusive thought. Particularly in the chapter third ("Concerning the psychology and the pedagogy of the infantile deficiencies"), of the first part of its Selected Works, Volume V, "Foundations of Defectology" (1997), Vygotski makes a careful and detailed explanation of this thought. To understand his device, it is important to point out his social-genetic understanding of the human development. Vygotski highlights that it is not possible the development of language and thought, without quality in the interpsychological interactions. This aspect can be configured in a problematic way in the children's situation with special needs, whose historical points frequently for situations of social isolation. The importance of the school coexistence without delimitations or "homogeneities" is primordial, because it creates a circle of interpersonal wealth that provokes changes and psychosocial mediations indispensable for the infantile development. In this sense, it acquires full sense the project of school inclusion of children with special educational needs, where their coexistence with the pairs is not limited to the "same" children, but there be an enlarged possibility of coexistence in the interpersonal "differences".