Políticas públicas de educação inclusiva: desafios na escolarização de estudantes público-alvo da educação especial na educação do campo no município de Conceição da Barra – ES

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 to identify the challenges of a public school in the rural area. of Conceição da Barra/Espírito Santo, in view of the proposal to include students targeting Special Education. We find in the legal provisions the list of Special Education in Rural Education that favor this interface and allow us to dialogue with these two modalities. In a national context, the State of Espírito Santo is the cradle of Rural Education, which, since its beginning, was intended to remedy the particularities of rural schooling and the articulations of family property and the school. Currently, it is possible to find 49 Rural Schools in our state. The locus of the research was the Córrego do Cedro School, for having the largest number of Special Education target students enrolled in 2019, data obtained from the Special Education Secretariat of the State of Espírito Santo. The research was carried out by visiting the school and applying a semi-structured questionnaire. The subjects were: 1 (one) member of the management team of the school in which the study was conducted, 1 (one) professor working in Specialized Educational Service (AEE); 1 (one) Libras Interpreter and Translator; 1 (one) teacher of Early Childhood Education and 1 (one) teacher from each area of knowledge: Codes and Languages; Human and Social Sciences; Exact and Natural Sciences, necessarily working in classes in which students, target audience of Special Education were included. Thus, starting from the thinking of Theodor Adorno, we anchor ourselves in the theoretical references of Critical Theory. Our theoretical-methodological approach was conducted through the contributions of Critical Theory scholars and their commentators. Within this context, the results obtained in this study reveal the challenges encountered by teachers and school management in ensuring the school inclusion of students in school, highlighting the weaknesses in the hiring of professionals specialized in the area of Special Education and the teaching staff being hired entirely under temporary-work contracts, which does not guarantee a sequence of work carried out over the years. We conclude that the interface between Special Education and Rural Education needs to advance in the construction of Public Policies, requiring a broad dialogue and debate with social movements, school managers, teachers, parents, students and the community to achieve an inclusive school that attends the needs of all students and subjects studying in the field.