Certificação de terminalidade escolar específica: produção e interpretações em um microcontexto municipal de Mato Grosso do Sul

Abstract

The specific terminality certificate is provided for in Brazilian legislation in the 1996 Law of Guidelines and Bases for National Education, article 59, item II, and in the National Guidelines for Special Education in Basic Education. In this sense, the research problem of this dissertation is: in what ways was the documentation of specific school terminality has been produced and has been interpreted by actors in the political microcontext of a municipal education system in Mato Grosso do Sul? Thus, the general objective was to problematize the macropolitical influences and the processes of production and interpretation of a specific terminality certification resolution in a municipal education system, located in the state of Mato Grosso do Sul. As specific objectives, the research aims to: understand the influences and educational macropolitical textual productions that go through specific terminality certification; describe the micropolitical process of producing a resolution that presents specific terminality, in a municipal education system in Mato Grosso do Sul; analyze a resolution presented on specific terminality in a municipal education system in Mato Grosso do Sul; examine the interpretations of specific terminality of management professionals in the context of a municipal education system in Mato Grosso do Sul. Methodologically, this is an exploratory qualitative research study, with data production through documentary research and semi-structured interviews. For data analysis, the Policy Cycle Approach and the problematization tool of Foucauldian studies were used. The interviews were carried out with seven professionals who participated in the text production process of the specific terminality resolution and/or with educational management professionals who work in the interpretation of this municipal resolution. It is concluded that, in relation to national documents, there are significant textual confusions and gaps, with contradictory elements to Constitutional Amendment nº 59, in addition to the drafting of legal provisions that tend to blame the individual, problematized in our analysis as an approach to biomedical discourse disability and aspects of neoliberal rationality. At the state level, we highlight the work of the state of Mato Grosso do Sul to expand the target audience for certification and enable the use of certification in Youth and Adult Education (EJA). In the context of a municipality in Mato Grosso do Sul, the specific terminality Resolution was produced in collaboration with various education professionals. It emerged due to the age/grade disparity among enrolled adults with disabilities. The formulators faced doubts about educational alternatives, certification criteria, and the nature of terminality. The resolution added the term "school" to certification, highlighting it as the end of a cycle and establishing duties for various actors and providing for evaluations for certification. Regarding the actuation of the municipal Resolution, we found that: no student was certified, possibly due to school dropout or direct referral to EJA programs. The certification was seen as challenging and complex by the actors who interpreted the Resolution; however, they reported that the certification could be used more in the future given the complex demands of the school inclusion process. Finally, the analysis carried out made it possible to verify that specific terminality certification is complex and contradictory, whose purpose seems to be more linked to biomedical practices and neoliberal rationality in Education.