As interfaces educação especial e educação do campo: elementos constitutivos e o sujeito no discurso políticopedagógico na produção acadêmica e documental

Abstract

Brazilian education accumulated significant achievements in the field of social rights throughout the 20th century. In this segment, specifications were established based on the demands and struggles of workers in the field and the city, and of people with disabilities. In the academic production, from the Brazilian educational context, the presence of the theme on the interfaces of Special Education and Countryside Education was found, generating the production of knowledge on this social phenomenon. Although the interfaces appears in academic research and in official documents, it is stated that the interfaces Special Education and Countryside Education is under construction in the real world. In view of this object, the following questioning arises: What are the constituent elements that give the configuration to the interfaces Special Education and Countryside Education? The general objective was to identify the constituent elements that constitute the interfaces between Special Education and Countryside Education. The technical procedure is of documentary and bibliographical nature in a qualitative-quantitative research approach. As methodological guidance, we chose to use two theoretical currents that have materialism as their epistemological matrix: Historical Materialism – Dialectic (with the contradiction category) and the Dialogical Analysis of Discourse (concept of otherness). The bibliographic research was composed by means of books, articles, dissertations, theses and works published in annals of events in a total of 73 scientific productions on the interfaces. In the documentary research, international protocols and official documents (laws, decrees, resolutions and guidelines) were raised, and produced in the educational methods of Countryside Education and Special Education, in addition to documents produced by civil society. Also, to investigate the training of teachers in the field, the syllabus and summaries of 30 graduate courses in Countryside Education present in 18 Brazilian states were used. In the documents analyzed the following thematic axes were listed: a person with disability, diversity, Special Education, and teacher training. From the analysis of the data, three constitutive elements of the interfaces were identified, namely, the role of the subject and the struggles for rights, invisibility and teacher training. The academic research confirms that Special Education in Countryside Education is going in the "opposite direction" to the global movement for school inclusion, since there is a great distance between the ideal proposed in the regulatory framework and the precarious reality in schools in the rural area. At the end of the research, we sustained the thesis that the interfaces Special Education and Countryside Education is in the process of construction, in which their marks are the protagonism of the subjects, the invisibility produced socially on field workers and people with disabilities and teacher training. In all of the constituent elements of the interfaces there are the expression of contradictions in the structural framework of the Brazilian society and the contradictions contained in the existing difficulties in the architecture of school buildings to receive the student with disability (although the policies of accessibility indicate the guidelines), in the syllabus and in the list of subjects of the school and the community in which it is inserted.