Inclusion public policy: contributions of the phenomenological method to the understanding of inclusive processes

Abstract

This research aims to highlight possible contribution of phenomenology for inclusive public policies. Investigations carried out by the researcher showed inclusive movement of people concerned about and committed to the cause, however, do not account for the inclusive process in its entirety for lack of membership of those who make up the structure and culture of the school and also the self that want to include and which had not been consulted. Show also the theoretical references, generally available, they consider the human being as an object of the action of teachers, administrators, counselors, not taking into account the totality of the human being as subject. Other times of the educator is often he who first must be included. Hypothesis: It is assumed that understanding the phenomenological method, this is the way to the inclusive person formation by allowing the understanding of inclusive processes, specifically the starting point: gnosiological, ontological and psychological knowledge of the people involved. Object: the phenomenological method. Objectives: - develop bibliographical research on the phenomenology, studying Husserl, Edith Stein, Ales Bello for understanding the phenomenology; collect some cases of inclusive processes; apply the method of eidetic reduction to the understanding of inclusive processes collected, analyze the collected processes ; highlight the possible contribution of phenomenology for inclusive public policies. Methodological Procedure: Bibliographical and research field of phenomenological nature. It is hoped that this research demonstrate how phenomenology can contribute to a better understanding of inclusion, as it seeks to take into account all dimensions of knowledge processes. (AU)