Políticas públicas de educação inclusiva: interfaces da Educação Especial na educação do campo no município de Águia Branca

Abstract

Based on enrollment data from the School Census, this research aims to characterize the implementation of Public Policies for Special Education within the scope of Inclusive Education and its interface with/in Rural Education in a state public school in the Águia Branca countryside/ ES with experience of inclusion of students target audience of Special Education. We find in the legal provisions the relationship of Special Education in Rural Education that favor this interface and allow us to dialogue with these two modalities. The State of Espírito Santo is the cradle of Rural Education in a national context, which from the beginning intended to solve the problem of rural schools and their articulation of family property and the school. The locus of the research was the Integrated State Center for Rural Education – CEIER, as it is a school that has an experience in the inclusion of students as a target audience of Special Education and Rural Education. The research was carried out through document analysis; semi- structured interviews with active teachers with students target audience of Special Education and a questionnaire to characterize the subjects participating in the study. The interviewed subjects were: one (1) member of the management team of the school locus of the study, one teacher working in the Specialized Educational Service (AEE) and one (1) teacher from each area of knowledge, as follows: Codes and Languages; Human and Social Sciences; Exact and Nature Sciences; Agricultural Sciences, necessarily active in classes in which students, target audience of Special Education are included. Thus, starting from the thought of Theodor Adorno, we anchor ourselves in the theoretical references of Critical Theory. Our theoretical- methodological approach was based on the contributions of Critical Theory thinkers and their commentators. Within this context, the results obtained in this were analyzed and discussed having the Critical Theory as the research foundation.The results obtained in this work lead us to consider that the education of people with disabilities in rural schools in the municipality of Águia Branca/ES has advanced in recent years. There has been a considerable increase in the number of enrollments of these students. However, it is clear that there is still a great need to discuss the topic in the discussions of managers/directors and, therefore, in the school community. Our results also showed that there is a lack of training courses for teachers; that it is necessary to improve public policies aimed at Special Education, since school transport is not accessible and the physical space of the SRM does not meet the school's needs; that there is a lack of accessibility in the AEE room and in the school's bathrooms and that there is a lack of electronic equipment to facilitate and improve the care of these students. The study leads us to conclude that in its current organization, the State Public Policy for Special Education, has limitations to meet the diversity and complexity represented by the proposal.