Educação especial e educação quilombola em Presidente Kennedy/ES

• Ano de defesa: 2023
• Autor(a) principal: Viana, Daniel Freitas
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Espírito Santo; BR; Mestrado Profissional em Educação; Centro de Educação; UFES; Programa de Pós Graduação de Mestrado Profissional em Educação
• Palavras-chave em Português: Diretrizes quilombolas; Formação de professores; Educação inclusiva; subject.br-rjbn; Educação
• Link de acesso: http://repositorio.ufes.br/handle/10/17112

The study aims to understand the processes of school inclusion of students targeted for special education in two teaching units located in a remaining quilombola territory, belonging to the Municipal Education Network of Presidente Kennedy, Espírito Santo. The theoretical basis is based on Boaventura de Sousa Santos (2006, 2007), as well as authors in the field of special education, quilombola education and ethnic-racial relations. The research is based on the qualitative paradigm and follows the assumptions of exploratory research. To reach the proposed objective, the investigation was made through the following steps: request to the Municipal Education Secretary of Presidente Kennedy/ES, the teaching units and the quilombola leadership; documental consultation to understand the history of the investigated quilombola territories; semi-structured interviews to reflect on issues that go through the inclusion of quilombola students targeted for special education in the two teaching units analyzed. The data were collected in the period from September to December 2022 and recorded through recordings and notes in a field diary. As participants, it involved the school management, two common education teachers, and the quilombola leadership. As results, the research presents the production of the following knowledge: there is enrollment of quilombola students target of special education in the two researched teaching units; even with this effectiveness, the schools do not have special education teachers and multifunctional resource room, only caregivers who end up replacing the professionals previously mentioned; there is an absence of curricular document that addresses quilombola education, including in the interface with special education, following, the teaching network, the guidelines drawn up by the state teaching network of Espírito Santo; even without curricular documents that contemplate the two modalities of education, the teachers try to insert the quilombola theme in the pedagogic work of the common class and involve the target students of special education in the planned and mediated activities; there is dependence on clinical diagnoses in the process of identification of the students, a context that reinforces the investments in the formation of teachers and in the constitution/articulation of the support networks to the common class; f) the teaching unit has been making efforts to work with Law no. 10.639/03, although the action needs to be constituted as a public policy more expanded by the school network analyzed.