La acción educativaperspectivas histórico-funcionales

Abstract

This research deals with inclusive education of students with deficiencies in the schools of the State of Marahão, and attempts to show and analyze the features of its legal and pedagogical framework, the range of educational services available as well as inclusive teaching strategies. The cultural and political dimensions of this issue are also examined, as well as the teaching practice and the teacher training of teaching staff, giving weight to the perspective offered by teachers, coordinators and head-teachers. The results of a qualitative methodological research shed light on the issue, together with a series of analysis and interpretations that confirmed that the access to school of students with deficiencies was directly related to the legislative discourse of the federal government that supported the implementation of institutional practices in the period of time evaluated here. The different documentary sources, interviews and questionnaires proved that, despite the proposals made by the state and municipal governments of Marahão, the democratization and social integration policies that guaranteed access to education of students with deficiencies went hand in hand with the process of selection of public schools, which was marked by the limitations of traditional structures and prejudice, both contributing to cut out the right of students with deficiencies to attend school. The research also showed that the State has developed programs, projects and proposals aiming to increase student enrollment in public schools and overcome segregation. The government, however, does not offer the necessary conditions to materialize such measures: the results of the research confirm the lack of a school improvement plan, the lack of restructure in pedagogical policies as well as the lack of a teacher training program based on the understanding of school strategies. Most education policies are limited to the capital of the State and, for this reason, do not offer students and teachers elsewhere the proper conditions for professional and academic development. This way, the subjects that participated in this research emphasize the need for the implementation of public policies that guarantee the right to education, the pedagogical organization of educational services in school, the change of school paradigms, the adequate support of specialists and the debate about the curriculum in order to guarantee teacher training and practice, inclusion in public schools and the widely-discussed active citizenship.