Educação especial na educação do campo: diálogos sobre práticas pedagógicas inclusivas em salas multisseriadas

Abstract

This dissertation aims to establish pedagogical practices with teachers and students of a multigrade school of the Municipal Education Network of Domingos Martins, ES, Brazil in order to strengthen education of students with disabilities in the interfaces between Special Education and Rural Education. It adopts, as a theoretical framework, the sociological bases of knowledge by Boaventura de Sousa Santos (2002, 2006, 2007, 2008, 2018), the studies by Caldart (2002, 2004), Molina (2012) and Arroyo (1999, 2004, 2012) to dialogue with questions relevant to Rural Education. It is also based on Special Education authors to support discussions about the teaching modality from an inclusive perspective, highlighting Jesus (2006, 2008, 2014, 2018), Baptista (2003, 2011, 2013), Laplane (2009), and Caiado (2009, 2013) among others. Methodologically, it is based on qualitative research and on the assumptions of collaborative-critical action-research and adopts as participants students from the third to fifth year of a multigrade class, the head teacher, two Special Education teachers and the pedagogue. As procedures for data production, the study chooses: a) document analysis; b) participant observation of school routine; c) planning moment with the teachers; d) mediation of pedagogical practices; e) semi-structured interview with managers of the Department of Education; f) collective research evaluation process. As a result, we highlight the recognition and appreciation of the pedagogical practices already developed by the teachers in the multigrade classroom, considering the researcher's participation as a collaborator for the collective construction of new/other inclusive pedagogical practices, aiming at education of students with disabilities in the interfaces between Special Education and Rural Education.