Pedagogical practices of reception and inclusion: the perspective of critical pedagogy

Abstract

This article highlights the possibilities of critical pedagogy in the organization of practices for inclusion and acceptance of students. It is based on the assumption that the epistemological principles of pedagogy, in the critical perspective, contemplate the bases of the necessary processes of inclusion, beyond mere acceptance, reaffirming that in a society of contradictory, exclusionary, unequal, oppressive relationships, the practice of Pedagogy must have an emancipatory form, in the continuous search for more humanity in men, what will be done through the transformation of the conditions that produce exclusion / oppression. Part of the following research question: what is the pedagogical meaning of inclusion practices? What contributions does critical pedagogy bring to these inclusion and welcoming practices? The current research is based on the follow-up of actions researches carried out in three municipalities in Brazil, focusing on the inclusion of popular students and also on theoretical studies of the meanings of pedagogy, pedagogical practices and the epistemology of critical pedagogy.