Das políticas de educação especial às ações inclusivas em uma escola na zona rural do município de Água Branca - Alagoas

Abstract

This research aims to analyze the performance of Special Education policies and inclusive actions in a municipal school in the rural area of Água Branca - AL, with emphasis on the National Special Education Policy from the perspective of Inclusive Education (PNEEPEI), which is currently in force in the country. The theoretical and methodological framework adopts the perspective of the theory of performance (BALL; MAGUIRE; BRAUN, 2016), which covers the elements of situated contexts, material contexts and professional cultures. The research has a qualitative approach, developed through observation, questionnaire and document analysis. In the course of this study, we identified points that favor and others that hinder the performance of policies at school. Among the positive points are: the training and teaching and management experience of the interviewed participants; and, the guarantee of enrollment in common class and in the Multifunctional Resource Room (SRM) for students of the Special Education target audience (PAEE). Some of the negative points are: lack of architectural accessibility; little articulation between teachers with regard to planning; absence of a systematic and permanent plan for continuing education; limited supply of teaching materials and resources; among others. Thereby, we understand that in order to act with policies, we must, above all, consider the educational specificities of each location and the limitations that space provides us. Therefore, Special Education policies must be interpreted and translated into the school reality for the institution to be successful in inclusive actions, and, in fact, to guarantee the right to education for all.