Política de escolarização de sujeitos com diagnóstico de deficiência múltipla : tensões e desafios

• Ano de defesa: 2016
• Autor(a) principal: Nunes, Isabel Matos
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Espírito Santo; BR; Doutorado em Educação; Centro de Educação; UFES; Programa de Pós-Graduação em Educação
• Palavras-chave em Português: Special education; Durational policies; Incapacités multiples; L'éducation spéciale; Les politiques éducatives; Educação especial; Educação; Inclusão escolar; Políticas públicas - Educação; 37
• Link de acesso: http://repositorio.ufes.br/handle/10/8547

The work analyzes the Special Education Policy implementation process for the students diagnosed with multiple disability, in the north of Espírito Santo State, having as theoretical-methodological support the Figurational Sociology. It finds in the work of Norbert Elias, the main stream in the constitution of knowledge that is considered social and historical, produced and accumulated by mankind and that needs to be left in constant reflection/discussion. In the methodological path, it dialogues with Norbert Elias, among other authors, who enable the theoretical support for the ethnographic, having, as data collection instrument, the participant observation, the interview and the analysis of documents. The research indicates that data regarding the students with multiple disability around school spaces are still not enough and assures that social barriers stand out in relation to them and its social situation is even more fragile, once they are unable to live an independent life, they do not fit in the productive models of the capitalist system and end up introjecting the blame and the responsibilities on their needs in themselves and their families. It analyzes the Special Education National Policies documentation, in reference of the assistance given to the students with multiple disabilities, with the purpose of understanding the actions trigged within the "education system", the structure and functions given to the Special Education sector of the districts involved in this research, showing the movements, the processuality and tensions between "saying and doing" in the local policy. In the (un)veiling of data, the number of students with multiple disabilities registrations is mapped out in the regular public schools in the districts of São Mateus, Conceição da Barra, Jaguaré and Pedro Canário. In a micro level it carries out the ethnographic study case in a certain school located in the district of São Mateus/ES, which children with multiple disabilities are registered aiming at understanding how the municipal policy is materialized in the school, from the tensions experienced in the school everyday life related the students with multiple disabilities. In such tensions, it is mentioned the diagnosis, the knowledge approach, the pedagogical issues, the specialized educational assistance location, the net of resources and the family relation, school and public policies. From these reflections, it is concluded that: it is not enough to focus exclusively on the debate about the relation educational/students system with disability, once the exclusion processes at the school are present as constitutive of the system itself and are not caused by the presence of disable students in the schools; the system organization potentiates and dichotomizes the Special Education as an specific area of knowledge, apart from regular education; the implementation of the Education Policy in the district of São Mateus, although presenting some gaps, it also presents advances and potencies regarding Special Education, and by being in charge of the ethical and political commitment in this area, the district of São Mateus, just as in an interdependencies net, provokes, induces and institutes other possible ways to go beyond its territory.