A escolarização de estudantes público da educação especial, campesinos e descendentes de pomeranos : contribuições da formação continuada

Abstract

This dissertation aimed to collectively build formative reflective movements that discussed pedagogical practices aimed at the schooling of Special Education students enrolled in a rural school within the Municipal Education Network of Domingos Martins/ES, whose community is composed of Pomeranian descendants and Pomeranian speakers. The researched school was organized into seven classes, including three multigrade classes, allowing for a study in which we sought possible answers to questions that are not yet adequately analyzed in the literature. We adopted the theoretical contributions and concepts of Boaventura de Sousa Santos, based on the fundamental assumption of cognitive justice, and of Philippe Meirieu, using the principle of educability, considering that all students are capable of learning. As a qualitative research, we found in the collaborative-critical action research the foundations for the development of work that emerged from the intersection of Special Education, Rural Education, and the Pomeranian Community, focusing on the schooling of students supported by Special Education and teacher training. The research involved 12 school professionals and community members. The movements created pointed to possibilities, challenges, and barriers to be deconstructed. In this sense, it was possible to gather reflections that may inspire new and different perspectives on this context. Participants acknowledged the need to appropriate knowledge about the legislation that governs Special Education, Rural Education, and the Pomeranian community in order to advance the implementation of these policies as rights. They highlighted the complexity of students’ appropriation of the Portuguese language and the referrals to Special Education stemming from reading and writing difficulties. Another important finding, noted by the Special Education teacher, was that students receiving Special Education services understood both languages— Pomeranian and Portuguese. Therefore, we understand that teaching Special Education students, and others as well, will be more meaningful when considering the mother tongue, within the context of an already bilingual environment. As a researcher distancing herself from her own reality and field of work to critically reflect upon herself, I emphasize the need for further and new theoretical and political knowledge on Special Education, Rural Education, and Pomeranian peoples, in order to break with the policies that effectively deny the rights of those who are less politically represented