Inclusion in ‘Escolas das Águas’ in Pantanal (Brazil): global influences and local peculiarities

• Autor(a) principal: Nozu, Washington Cesar Shoiti
• Data de Publicação: 2020
• Outros Autores: Kassar, Mônica de Carvalho Magalhães
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Educação Especial (UFSM)
• Texto Completo: http://periodicos.ufsm.br/educacaoespecial/article/view/49204
• topic: Inclusive education; Special Education; conditions for access and permanence at school.; Educación inclusiva; Educación Especial; condiciones de acceso y permanencia en la escuela.; Educação inclusiva; Educação Especial; condições de acesso e permanência na escola.

In Brazil, inclusive education has produced an increase in the number of enrollments of students with Special Educational Needs (SEN), in ordinary/regular schools, including the ones localized in regions far from urban centers. Regarding that scenario, the paper aimed to analyze the conditions of access and permanence of these students in riverside schools – Escolas das Águas – in the Pantanal of Mato Grosso do Sul. The qualitative research was based on the Policy Cycle Approach and the Theory of Enactment. The empirical field were the municipal schools called Escolas das Águas, located in Corumbá/MS (Brazil). The data collection involved bibliographic review, document analysis, the observation of school managers’ work, visits to schools, and semi-structured interviews with 26 professionals of the Escolas das Águas. The analyses considered aspects related to the school administrative organization, the characteristics of school access, and the perceptions of teachers and school managers regarding the permanence of students in the school units. As observed, students with SEN have been attending classes at the Escolas das Águas. Their presence has caused a feeling of unfamiliarity, but also the perception that the condition is one of the challenges in such a diverse universe.