Prática pedagógica em escola do campo e os “alunos inclusos”: interrogações necessárias.

Abstract

The object of this research is the pedagogical practice in rural schools and the “included students”: necessary questions. The main objective of the research is to analyze which are the marks of the pedagogical practice, in students "included" in the rural school. For the development of the research, we seek to work with the concept of pedagogical practice, according to studies by Maria Antônia de Souza (2016). In order to deepen this concept from the point of view of practice as praxis, we work together the work of Adolfo Sánchez Vázquez, Philosophy of Praxis, in which the author reinforces praxis as the dialectical union between theory and practice (VÁZQUEZ, 1997, p. 185). The following specific objectives were defined: To identify, among the subjects, teacher, student and family, the relationship with the pedagogical practice; Identify the influence of multiple determinations on pedagogical practice, inclusion and interference in this process. Interrogate political-pedagogical disputes around the concept of inclusion of people with disabilities. Analyze the impact on the development of the subjects involved in the inclusion process. The research is characterized as being of a qualitative and quantitative nature, in the terms of Ludke and André (1986). For this, we used the following research instruments: participatory observation, recorded in a field diary, in the terms of Tozoni-Reis and Campos (2009, p. 64), collection made with teachers and students on the way home to school and participation in continuing education, at school. As a documentary instrument, we carried out a thorough reading of the following documents: Political-Pedagogical Project (PPP) and School Rules - Municipal Center for Specialized Care (CEMAE), under the terms of Ludke and André (1986, p. 38). The research was approved by the Ethics Committee in the CEP Consubstantiated Opinion, under number 4,221,177. The field research underwent changes due to the atypical year for all segments, caused by the pandemic, which forced us to work differently, so the meetings with teachers and families were fortnightly. With the research, it was possible to verify that, pedagogical practice under the perspective of praxis can only be understood in the perspective of the totality, reinforcing that the determinants influence not only the pedagogical practice, but the structural basis of education. Thus, without praxis, exclusion is evidenced, in terms of rights, igniting contradictory policies that develop strategies focused on difference, as a symptom of social inequality. We started the research questioning “inclusion”, however we arrived at the result that, it is neither inclusion nor exclusion, Brazilian society brings deeper problems. May our struggle not be contradictory, exclude to include, but that we fight for new forms of social relations.