Ética do cuidar e pessoa com deficiência: implicações filosóficas e educativas.

• Ano de defesa: 2024
• Autor(a) principal: Almeida, Maria de Fátima Alves
• Orientador(a): Nascimento, Ermano Rodrigues do
• Banca de defesa: Efken, Karl Heinz, Menezes, Anderson de Alencar
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Católica de Pernambuco
• Programa de Pós-Graduação: Mestrado em Filosofia
• Departamento: Departamento de Pós-Graduação
• País: Brasil
• Palavras-chave em Português: Dissertações; Filosofia; Educação - Filosofia; Ética social; Educação inclusiva; Pessoas com deficiência; Cuidados - Aspectos morais e éticos; Outro (Filosofia)
• Palavras-chave em Inglês: Dissertations; Philosophy; Education - Philosophy; Social ethics; Inclusive education; People with disabilities; Care > Moral and ethical aspects; Other (Philosophy)
• Área do conhecimento CNPq: CIENCIAS HUMANAS::FILOSOFIA
• Link de acesso: http://tede2.unicap.br:8080/handle/tede/1964

The research deals with inclusive education as the inherent and relentless pursuit of self by man. Man has forged, from his knowledge, attitudes considered correct for each era. Therefore, the objective of our research is to reflect on inclusive education and the ethical attitude towards the inclusion of persons with disabilities, their social impacts, and to highlight the possibilities of promoting ethical and dignified human beings. Disabilities have historically been seen inhumanely. With the advancement of all sciences, it is urgent that these practices be banned from social interaction. However, students in inclusive education possess human dignity. When referring to the terms person, human being, and human being with a disability, it is essential to appreciate their trajectory throughout history and the implications of humanisms and their propositions. With the advancement of medicine, disabilities have been demystified, understood in their causes and effects. After the two World Wars, with the Declaration of Human Rights, efforts were made towards integration after being trained, rehabilitated - the Service Paradigm. A new challenge: moving from an integralist process to Inclusion, respecting minority population segments in their rights of access and regular participation in social life. We seek to understand Inclusive Education in Education and in Social contexts! Brazil, as a signatory to national and international agreements, has invested in educational ventures, improvements, and quality of pedagogical services on-site in regular schools, specialized institutions with specialized educational assistance - AEE. Learning from remote and current narratives with philosophical dialogue in this construction has propelled us towards the Ethics of caring and Ethical and Moral Action for the Inclusion of Everyone. The necessary stance is to elevate and maintain the inter and multidisciplinarity and transdisciplinarity of specialties, with effective results; recreate teaching alternatives and possibilities with a flexible curriculum for differences; broaden commitments of the Constitution, from its principles aligned with those of Law and Bioethics and uphold justice. The proposition consists of the tireless social commitment to the Promotion of the Human Person, especially towards people with disabilities, as they need to be included both in School and in Society.