Katia Regina Moreno Caiado

Programa Educação inclusiva: direito à diversidade - uma análise a partir da visão de gestores de um município-polo

Through the comparison between the official discourse and the social practices, the present study seeks to understand the trajectory of implementation of the policy of inclusion. The history of special education in Brazil is marked by social and educational exclusion, and therefore guaranteeing the right to education of handicapped people is a complex process requiring political actions in various spheres. The reflection about the guidelines, materials and documents of the Inclusive Education Program: the right to diversity, based on the testimonies of administrators from a hub municipality, made it possible to raise questions related to the way in which the policy of inclusion in being implemented. The analysis reveals tensions and conflicts associated to the possibilities of bringing to practice actions of formation and multiplication; to the conceptual discussion about inclusion; to the locus of service to handicapped students; to the financing aspect and to the relations between the public and the private sectors; and also as to the responsibilities of the different agents involved in the process. The results point to the fact that these tensions can be understood from the multiple relationships established between a teaching system that tends to homogenization and the principles of inclusion, which presupposes the respect to rights, the appreciation of diversity, and the fulfillment of individual needs.O presente estudo busca compreender os rumos da implementacao da politica inclusiva por meio da confrontacao do discurso oficial com as praticas sociais. A historia da educacao especial no Brasil esta marcada pela exclusao social e educacional, entende-se que garantir o direito a educacao das pessoas com deficiencia e um processo complexo e que exige acoes politicas de diferentes dimensoes. A reflexao sobre as diretrizes, materiais e documentos do Programa Educacao inclusiva: direito a diversidade a partir dos depoimentos de gestores de um municipio-polo permitiu levantar algumas questoes relacionadas ao modo como a politica inclusiva esta sendo implantada. A analise revela que ha tensoes e conflitos relacionados as possibilidades de efetivacao das acoes de formacao e multiplicacao; a propria discussao conceitual sobre a inclusao; ao locus de atendimento ao aluno com deficiencia; ao financiamento e as relacoes entre o publico e privado; assim como, quanto as responsabilidades dos diferentes atores envolvidos no processo. Os resultados apontam que essas tensoes podem ser entendidas a partir das multiplas relacoes que se estabelecem entre um ensino que tende para a homogeneizacao e os principios inclusivos, que supoem o respeito aos direitos, a valorizacao da diversidade e o atendimento de necessidades individuais.

Educação especial na educação do campo: 20 anos de silêncio no GT 15

The text introduces the concepts of Special Education and rural education and its interface in the current legislation. In addition, it discloses the lack of research in the area and analyzes the data from the School Census (2007-2010) relating to the enrollment of students living and studying in the countryside and the ones who have a special need because of their disability. The major findings were: higher incidence of students with special educational needs living in rural areas and studying in the city, the concentration of enrollment in regular schools, although with significant incidence of students with intellectual disabilities enrolled in segregated education systems.

Professores Universitários com Deficiência: trajetória escolar e conquista profissional

This study focuses on the school education of disabled people. We explored the school path of university teachers in order to understand influences on their scholar performance and to identify the distinctive reasons that made of them a minority among thousands of other disabled people who were not able to achieve such levels of formal education and professionalization. The study is mainly based on Bourdieus theoretical works. Our methodological procedures were interviews, questionnaires, and analysis of biographical documents. Three teachers participated in the research. This study shows that the familys appreciation of study and school, the condescension of the school institution, and the distribution of the aimed cultural capital are the indicatives of academic and professional performance of these subjects.

DEFICIÊNCIA E DESIGUALDADE SOCIAL: O RECENTE CAMINHO PARA A ESCOLA

Since the 1988 Constitution, disabled people are entitled to receive a minimum wage when proving they do not have the means to provide for themselves - this was regulated as a continuous cash benefit (BPC) in 1993. In 2007, it was reported that 79% of beneficiaries in school age were not attending school. This fact resulted in an interagency work program: BPC at School. In 2010, the Catalog of Municipal Experiences of the BPC at School Program was published, with reports from 20 municipalities (from the five regions of Brazil) that had implemented the program. The objective of this study is to analyze the impact of the Program on the enrollment of students with special educational needs, through the examination of microdata of the School Census from 2007 to 2012. The results show a significant increase in the enrollment of students with special education needs, with emphasis on the enrollment of students with disabilities.

Processos de escolarização de pessoas com deficiência visual

No Brasil ha singulares processos sobre o acesso a escolarizacao da pessoa com deficiencia. Mesmo com politicas especificas e legislacoes definidas para a area nos ultimos anos, estados e municipios se organizaram de diferentes formas e com distintas propostas educacionais para os alunos com deficiencia. Com base nesse contexto, o objetivo dessa pesquisa foi descrever e analisar as trajetorias e expectativas de vida escolar de pessoas com deficiencia visual, que frequentaram um curso comunitario preparatorio para o vestibular e almejavam ingressar no ensino superior. Especificamente neste texto, o foco selecionado foi a trajetoria escolar do aluno com deficiencia visual, da educacao infantil ate o final do ensino fundamental. Participaram do estudo quatro pessoas com deficiencia visual que concluiram o ensino medio, fizeram o curso comunitario preparatorio para o vestibular em 2011 e almejavam ingressar no ensino superior. Optou-se, neste artigo, por trabalhar com a historia de vida dos sujeitos pesquisados, pois a compreendemos como sintese do tempo historico e lugar social. Um dos pontos discutidos neste estudo se refere as consequencias das mudancas politicas da educacao especial na historia de vida escolar desses alunos, principalmente em relacao a sala de recursos e sala comum. Relatos sobre a falta de preparo das escolas e professores para possibilitar o aprendizado dos conteudos escolares se cruzam com memorias de professores e funcionarios que buscaram suas proprias estrategias para ensinar esses alunos na decada de 1990.