A escolarização de alunos com deficiências múltiplas matriculados no Ensino Fundamental I: reflexões sobre a atuação das políticas de educação inclusiva

Abstract

This dissertation aims to investigate how the Special Education policies implemented in a public elementary school in a municipality in the Baixada Fluminense/RJ constitute the teaching relations and the schooling processes of a student with multiple disabilities. The research is based on the assumptions of the cultural-historical theory of human development (Vigotski, 1997; 2000; 2018; 2021) and, aware of the epistemological differences, in dialogue with the studies on educational policies of Stephen Ball and collaborators (Ball, 1993; Ball et al., 2021), especially on the theory of policy action. To this end, the way we operate involved documentary research and research with the school. The documents studied were the texts of national, municipal and school policies, in addition to the student's documents. Regarding the research with the school, our way of approaching the problem of the study was that of observation/action with the student in the daily school life, especially in the activities in the regular classroom, Atendimento Educacional Especializado - AEE (Specialized Educational Service). To assist in the construction of the data for this research, we made records in a field diary, as well as filming, photographs and semi-structured interviews. From the investigation, we highlight that the way policies are implemented can contribute to the development and schooling of students with multiple disabilities or reinforce the barriers found in the different contexts of the school. During the field research, we noticed the various policies that circulate within the school. In addition to federal and municipal policies, there are also those produced by the school itself and teachers. We emphasize that, although there are many challenges encountered in the construction of powerful teaching relationships with students with disabilities, we reiterate the importance of these subjects being in regular school, which despite the challenges, proved to be a place that enhances learning and development. Likewise, we consider it appropriate to think about the social function of the school as a place for the production of knowledge with the potential to favor the experiences of people with disabilities.