Política e gestão do atendimento educacional especializado nas Salas de Recursos Multifuncionais de Paranaíba/MS: uma análise das práticas discursivas e não discursivas

Abstract

In recent years, the government actions towards diffusion and financial support to the multifunctional resource classrooms as a privileged place to offer a specialized education service has been remarkable in the context of Brazilian public policy of special education with inclusive instructions. In front of that, the development of the local researches is considered relevant to understand the extension of micro-policies process in the concrete reality: the context of the practice. In this perspective, the goal of this research was describe and analyze the speech and not speech practices of specialized education service in the multifunctional resource classrooms of the public schools taught in the city of Paranaíba/MS. To achieve the declared aim, the Michel Foucault’s theoretical and methodological tool of the archaeology/genealogy method has been articulated with the policy cycle approach method of Ball and Bowe. Based on that, the specific research goals has been settled through the chapters in order to: clarify the influence context that makes possible the inclusive speech configuration in the special education; value the text production context by way of discuss about the political and normative devices of specialized education service; to describe and analyze the policy practice context and what was said and not said about the specialized education services made in the sul-mato-grossense city omitted on academic researches. Thus, the researching method way approached documentary and bibliographic research, oral report of the pioneer special education teacher among the city and also the municipal director of inclusive institution, semi structured interviews with the inclusive education manager and collaborative research through focus group technique composed by one state group and one municipal group and both with four teachers of the multifunctional resource classrooms. The collected speeches allowed this research to focus the analyze the structure and the functioning of the specialized education service in the multifunctional resource classrooms of the public schools in the city of Paranaíba/MS. The results highlighted the proximity and distances of the speeches practices and not speeches practices in the multifunctional resource classrooms between the state and municipal schools. It was also indicated the power relations and resistance against the inclusive process of students in the special education which cause a absence of articulation between the inclusive practice and regular classroom and, consequently, the centralization and responsibility actions of the teachers working at multifunctional resource classroom that could ending in success or failure of the education policy proposal.