Políticas de educação especial na rede municipal de ensino de Aral Moreira/MS: inclusão em escolas do campo

Abstract

The present dissertation’s theme is the school inclusion of the students who are the target public of Special Education (PAEE) and live in the countryside. The problematic established was: in which ways the public policies for the inclusion of students considered PAEE have been implemented in rural schools in the municipality of Aral Moreira, Mato Grosso do Sul (MS)? For that purpose, the general objective was to analyze the enactment process of managers and teachers related to the inclusion public policies for PAEE students in rural schools of Aral Moreira/MS. The specific objectives were to understand the construction of international, national and Mato Grosso do Sul Special Education policies, highlighting their interfaces with Rural Education; to characterize the contextual dimensions of the Special Education policies of the municipal educational system in Aral Moreira/MS; to analyze the ways that the inclusion policy for PAEE student is interpreted and translated by managers and teachers in the rural schools of Aral Moreira/MS. The study was based on the Policy Cycle Approach (PCA) and on the Theory of Policy Enactment (TPE), proposed by Stephen J. Ball and his collaborators. For methodology, a qualitative approach was used, with bibliographical, documental and survey research, having as locus the municipal educational system of Aral Moreira/MS, in particular, two schools – named A and B. Data were predominantly generated through semi-structured interviews with 13 participants. Data analysis sought to articulate with the context of influence, the text production context, and the context of practice of PCA. The results focused on four axes of analysis: situated contexts of rural schools; material contexts of rural schools; professional cultures in rural schools and advances and challenges of Special Education in rural schools. In this way, the following results were achieved: the locations of the schools are rural, but it is possible to observe differences in the treatment of the public administration among them. Students come from rural areas and are economic vulnerable; there were more Special Education services available at school B than at school A. Regarding building accessibility, there were indications that it existed in the investigated schools, however with limitations, as well as the lack of material resources to work with PAEE students; the inclusion conceptions were limited to the access to enrollments, AEE services, benevolence and criticality in relation to preparation conditions and available resources. There was also institutionalization of Special Education in the schools’ pedagogical political project (PPP), however it did not address the particularities of Rural Education. The articulation of the pedagogical work was developed in a similar way in the two institutions, and both sought to build a dialogue between the professionals who worked with PAEE students, however with a lot of fragility from the systematization point of view; the highlighted challenge was the difficulty in advancing the teaching and learning of PAEE students. On the other hand, the biggest advance observed was the hiring of support professionals in the common classroom and the support of educational management in this process. The research concludes that, even with many difficulties, the inclusion process is being forwarded in the rural schools investigated, as well as reaffirms the need for articulations between Special Education and Rural Education.