Cotidiano escolar de mulheres jovens e adultas com deficiência intelectual na classe especial de EJA: refletindo sobre as políticas atuadas na escola

Abstract

The objective of this dissertation was to analyze the schooling process of female students with intellectual disabilities enrolled in a special class of Youth and Adult Education (EJA), from based on the educational policies implemented in a public school. The research integrates the collective project, which investigated in a public school the development conditions of students with disabilities, based on the Historical-cultural theory in dialogue with studies on the effects of educational policies by Stephen Ball and collaborators on the theory of enactment. The methodological paths include documentary analysis of the educational policies of Special Education and Youth and Adult Education, as well as observation/ performance and conversation with students and teachers of a special class of youth and adult education of a public school. The focus was directed to female students with intellectual disability. For the construction of research data, we made records in field diary, photographs and filming. The research findings point to the importance of thinking policies for young people and adults with disabilities, since the special class of EJA faces challenges such as lack of finality and invisibility of these subjects in the curriculum matrix. In addition, the absence of intersectoral policies in the municipality is a factor for the maintenance of adults in an educational institution. The research also concluded that the lack of distribution of tampons in schools and sex education have negative impacts on the school life of these students. It is necessary to promote a culture that listens to women students with intellectual disabilities and offers them the possibility of choices.