Special education and youth and adult education: an interface under construction?

• Autor(a) principal: Cabral, Rosângela Martins
• Data de Publicação: 2018
• Outros Autores: Bianchini, Luciane Guimarães Batistella, Gonçalves, Taisa Grasiela Gomes Liduenha
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Educação Especial (UFSM)
• Texto Completo: http://periodicos.ufsm.br/educacaoespecial/article/view/30841
• topic: Special education; Youth and adult education; Schooling.; Educação especial; Educação de jovens e adultos; Escolarização.

Special Education (EE) and Youth and Adult Education (EJA) present historical similarities of denial of educational rights, and recently these two areas have met encounters and challenges. From this idea, we ask: how has EJA been constructed for EE students? Through a qualitative and quantitative research with bibliometric analysis, the present study aimed to verify if the Brazilian academic production has discussed this theme. We also sought to identify the perception of the schooling process in the Special EJA of two students with intellectual and physical disabilities, from a state school in the state of Paraná, through a semi-structured interview. The results revealed how inexpressive the number of papers on the subject is, which totaled fourteen in the period from 2010 to 2016. Regarding the students' perceptions about their school trajectory, they emphasized that the organic and assistentialist view, be it from the family or the school, prevails over their real possibilities. It was concluded that the interface between EE and EJA continues to reflect on the effectiveness of policies, social interactions and inclusive practices.