Gestão da educação especial no campo: atuações no município de Bela Vista/MS

Abstract

This dissertation is linked to the research line Policies and Education Management of the Postgraduate Program in Education of the Federal University of Grande Dourados and was developed within a broader research project entitled "Special Education and Education from/in the Field: intersectionalities, policies, and socio-educational indicators," which focuses on the interfaces of Special Education and Education from/in the Field, in its epistemological, political and social dimensions. In particular, in this dissertation, we elected the following study question: how has been the performance of educational management and school management to ensure the schooling of peasant students target audience of Special Education (PAEE) in the municipality of Bela Vista, Mato Grosso do Sul (MS)? In order to address this question, we defined it as a general objective to analyze the performance of school system and school managers regarding Special Education and Rural Education policies, from the perspective of school inclusion, in the education system of Bela Vista/MS. To do so, we defined the following specific objectives: 1. to map the international, Brazilian, and Mato Grosso do Sul state political-normative production on Special Education and Rural Education; 2. to characterize the educational system of the city of Bela Vista/MS, with emphasis on Special Education and Rural Education; and 3. to examine the actions of educational and school management to ensure the access and permanence of special education students in rural schools in the city of Bela Vista/MS. The research sought to approach the Policy Cycle Approach and the Theory of Action by Stephen J. Ball and his collaborators. As for the typology, we followed a bibliographical study, besides the documental study of the political-normative educational devices; and, also, with data survey research, having as locus the municipality of Bela Vista, more precisely the Municipal Secretariat of Education and three rural schools. The data production technique used was through interviews, with three semi-structured scripts involving as participants the Municipal Secretary of Education, three area coordinators, and two school principals. The data produced by the interviews were submitted to thematic analysis and organized into three thematic axes, namely: the performance of educational and school management; access and permanence of PAEE students in rural schools; and challenges for inclusion in rural schools. The results indicated that the actions of educational and school managers are influenced by state policy actions. The research identified that rural PAEE students are on the margins of municipal regulatory policies. Regarding the political-pedagogical project (PPP), we identified the silencing and outdating of Special Education and Rural Education with an urban-centric direction to ensure the access, permanence, participation, and learning of the special education students in the investigated rural schools. The schools did not have architectural and transportation accessibility or a multifunctional resource room but offered specialized educational assistance (AEE) during the classes with a middle-level professional. In this process, despite the training weakness of the middle-level professional, we highlight the creative perceptions of school managers, who signal the need for the AEE to be present in regular classrooms in rural schools. The research showed inequalities in the educational attention given to rural and urban areas. It requires the adoption of management strategies in the rural curriculum proposal; access to AEE services in the classroom; PPP contextualized to local demands; regulation of the profession of Special Education attendant; in order to enable the management of Special Education in rural areas centered on the reality of the peasant school community.