Políticas públicas de educação inclusiva: interfaces entre educação especial e educação do campo quilombola no município de Posse/GO

Abstract

Observing the data presented in the official website of the 2010 School Census and Census, we seek to identify the characterization and implementation of Public Policies for Special Education within the scope of Inclusive Education and its interface between Special Education and Rural Education, in the reality of the municipality Posse / GO. Paying attention to existing public policies, we perceive legal provisions that support the problematization of the interface between Education in the Field and Special Education. This context is of great relevance for the population of Northeast Goiano, a region inhabited by several tribes from the remaining quilombola communities. In the municipality of Posse, we find the Carlos Bispo Alves Municipal School, the locus of this research, which serves the Cachimbo village, consisting of 56 houses, inhabited by more than one family in each. In 2017, 261 (two hundred and sixty-one) students were enrolled in the target audience of Special Education in the School Census in the municipality where the study was located. Official data include the region, however, we found that Special Education in the countryside suffers a historical silence in scientific production aimed at the region. Through bibliographic research of articles and theses in the Capes Thesis bank, Brazilian Digital Library of Theses and Dissertations - BDTD, Brazilian Portal for Open Access to Scientific Information - OASISBR, Scientific Electronic Library Online - SciELO in addition to the PPGEA thesis bank from UFRRJ, the period of the last 5 years was observed, among which were selected theses and articles that perform the interface between Inclusive Education and Rural Education, thus reducing the number to 19 publications found, thus identifying the little discussion of the theme in academic area but further empowering the importance of conducting this research. This thesis had as subjects the employees of the Carlos Bispo Alves Municipal School, in particular the school coordinator and the teachers working in Special Education. For discussion of the notes we used the Critical Theory as a theoretical framework, using the thoughts of Theodore Adorno to support the discussion of data and indicators, the philosopher's thoughts were the research method itself. Our results showed that Special Education at the Carlos Bispo Municipal School in the Posse region, state of Goiás, is insufficient, based on the coordinator and director's effort to keep the school functioning, especially in terms of raising and using resources and food. from the students. Specialized Educational Assistance occurs in a very timid way, mainly in resolving students' difficulties in relation to language. We hope that the present thesis can reaffirm the importance of the debate on Special Education in the Field in order to build new Public Policies aimed at serving the target audience of the research, bringing dignity and an opportunity for improvement for the special rural population. As well as, encourage other authors to follow the paths of Special Education in the field and raise scientific publications on the subject