O Atendimento Educacional Especializado nas Escolas Rurais de Uberlândia - MG: a interface entre Educação Especial e Educação do Campo

Abstract

The theme of this thesis is related to the historical context of public policies in Brazilian education, especially the interface between Special Education and Rural Education. The general objective was to analyze the limits and possibilities of carrying out specialized educational assistance according to the view and expectations of leaders and teachers of the municipal public school system who work in the rural area of the city of Uberlândia, state of Minas Gerais. For this purpose, the following specific objectives were established: a) to analyze the trajectory of education in rural schools and the public policies created for this segment both at the national level and in the municipality of Uberlândia-MG; b) analyze the interfaces of Special Education, Education in the Field and Specialized Educational Service according to academic-scientific production, legislation and official social and educational indicators; c) describe and analyze how public policies materialize in the specialized educational assistance of rural schools in the city of Uberlândia-MG, their limits and their possibilities to guarantee access and the permanence of the student at school; d) identify and analyze the perspectives of teachers and directors of rural schools in the city of Uberlândia-MG on the educational service of the target audience of special education. Qualitative in nature, this study is based on a hermeneutic approach, using bibliographic, documentary and field research techniques. In this process, the subjects of research were five rural schools in the municipal education network in the municipality of Uberlândia-MG. The subjects participating in the study were fifteen education professionals: five principals, five teachers who work with specialized educational assistance and five teachers in regular classrooms. The results showed that the education carried out in rural schools in Uberlândia has followed the same educational model developed in urban schools, not only in relation to schooling but also the provision of a specialized educational service to students targeting special education, failing to take into account the peculiarities and needs of the rural population, even with the existence of public policies aimed at rural education. It was observed that rural schools have suffered from the lack of support from the municipal public authorities regarding the financial issue that has led institutions to experience the lack of material, pedagogical resources, and equipment; in addition to the need to improve the architectural accessibility of schools. Still, according to the field research, it was demonstrated that the school transportation of students with physical disabilities or with reduced mobility needs restructuring in terms of accessibility. The continuing education offered to teachers, both in specialized educational care and in regular classroom, according to them, has not taken into account the specificities of the population served in rural schools. Despite the difficulties that rural schools have been experiencing, especially in relation to the specialized educational service, this has been accomplished thanks to the persistence and commitment of the teachers.