SPECIAL EDUCATION AND QUILOMBOLA EDUCATION IN PRESIDENTE KENNEDY/ES
Name: DANIEL FREITAS VIANA
Publication date: 14/07/2023
Examining board:
Name |
Role |
|---|---|
| ALEXANDRO BRAGA VIEIRA | Advisor |
Summary: 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.
