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Políticas de educação especial na perspectiva inclusiva nas escolas indígenas: distanciamentos e desafios para implementação na Região do Alto São Marcos - PACARAIMA/RR
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Resumo(s)
Este artigo apresentará resultados de pesquisa que está inserida no campo das discussões da Educação Especial na Perspectiva da Educação Inclusiva. O estudo tem como objetivo compreender de que maneira as políticas públicas educacionais voltadas à inclusão estão sendo efetivadas em escolas indígenas localizadas Vicinal Samã da região do Alto São Marcos, no município de Pacaraima, no estado de Roraima. A investigação considera, em especial, as proposições instituídas nos Projetos Pedagógicos (PP) das unidades escolares analisadas. O objetivo geral consiste em analisar quais têm sido os principais desafios e entraves para garantia da educação inclusiva nessas escolas indígenas, tendo como foco verificar como essas instituições estão se organizando para atuar dentro do novo paradigma inclusivo, considerando as ações propostas e as legislações vigentes que asseguram uma educação que de qualidade, com igualdade e equidade. A pesquisa em andamento tem abordado a metodologia de caráter bibliográfico, documental e qualitativa, utilizando o método dedutivo. Foram empregadas técnicas como fichamento, leitura dirigida e roteiro de coleta para análise comentada. A análise de dados tem como a análise de conteúdo e documental, com ênfase na legislação documental pertinente. Espera-se, ao final deste estudo, apresentar uma contribuição significativa aos profissionais da educação indígena e demais envolvidos no processo educacional, especialmente no que se refere à elaboração do PP. O intuito é favorecer a compreensão sobre este documento que norteia os fazeres da instituição escolar e da oferta da Educação Especial, reconhecendo-a como parte integrante e indissociável da inclusão escolar.
This article presents research results situated within the field of Special Education discussions from an Inclusive Education perspective. The study aims to understand how public educational policies focused on inclusion are being implemented in indigenous schools located in Vicinal Samã, in the Alto São Marcos region of the municipality of Pacaraima, Roraima state. The investigation considers, in particular, the proposals established in the Pedagogical Projects (PP)of the analyzed school units. The general objective is to analyze the main challenges and obstacles to guaranteeing inclusive education in these indigenous schools, focusing on how these institutions are organizing themselves to operate within the new inclusive paradigm, considering the proposed actions and current legislation that ensures quality education with equality and equity. The ongoing research employs a bibliographic, documentary, and qualitative methodology, using the deductive method. Techniques such as note-taking, guided reading, and a data collection guide for annotated analysis were employed. The data analysis includes content and document analysis, with an emphasis on relevant documentary legislation. It is expected that, at the end of this study, a significant contribution will be made to indigenous education professionals and others involved in the educational process, especially regarding the development of the Pedagogical Project (PP). The aim is to promote understanding of this document that guides the actions of the school institution and the provision of Special Education, recognizing it as an integral and inseparable part of school inclusion.
This article presents research results situated within the field of Special Education discussions from an Inclusive Education perspective. The study aims to understand how public educational policies focused on inclusion are being implemented in indigenous schools located in Vicinal Samã, in the Alto São Marcos region of the municipality of Pacaraima, Roraima state. The investigation considers, in particular, the proposals established in the Pedagogical Projects (PP)of the analyzed school units. The general objective is to analyze the main challenges and obstacles to guaranteeing inclusive education in these indigenous schools, focusing on how these institutions are organizing themselves to operate within the new inclusive paradigm, considering the proposed actions and current legislation that ensures quality education with equality and equity. The ongoing research employs a bibliographic, documentary, and qualitative methodology, using the deductive method. Techniques such as note-taking, guided reading, and a data collection guide for annotated analysis were employed. The data analysis includes content and document analysis, with an emphasis on relevant documentary legislation. It is expected that, at the end of this study, a significant contribution will be made to indigenous education professionals and others involved in the educational process, especially regarding the development of the Pedagogical Project (PP). The aim is to promote understanding of this document that guides the actions of the school institution and the provision of Special Education, recognizing it as an integral and inseparable part of school inclusion.
Descrição
Palavras-chave
Educação especial na Amazônia Educação indígena inclusiva Políticas públicas Special education in Amazon Inclusive education Indigenous education
Contexto Educativo
Citação
Editora
Universidade Aberta. LE@D