Special Education from/in the Countryside: neoliberal offensives and processes of school in/exclusion
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista Educação Especial (UFSM) |
Texto Completo: | http://periodicos.ufsm.br/educacaoespecial/article/view/71386 |
Resumo: | The right to schooling of peasants with disabilities, global developmental disorders and high abilities/giftedness has figured in Brazilian political-normative documents, especially in the last two decades. In this direction, this text aims to strain, in the context of neoliberal governmentality, the processes of in/exclusion at the interfaces of Special Education and Rural Education, particularly with regard to the provision of schooling and specialized educational assistance (SEA) to peasant populations. Therefore, a qualitative-quantitative research was carried out, with document and bibliographic review, as well as a microdata collection from the School Census of Basic Education, from the National Institute of Educational Studies and Research Anísio Teixeira, in the years of 2008, 2014 and 2020. The results indicate: the growth trend in enrollments of this public; the flow of students who leave the countryside to be educated in the urban area; schools closing in rural areas; the insufficiency of multifunctional resource rooms and SEA at rural schools. Thus, the study problematizes how neoliberal governmentality can, from the movements of school in/exclusion of peasants with disabilities, global development disorders and high skills/giftedness, assume an urban-centric aspect and intensify the dismantling of a Special Education from/in the Countryside. |
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Special Education from/in the Countryside: neoliberal offensives and processes of school in/exclusionEducación Especial del/en el Campo: ofensivas neoliberales y procesos de in/exclusión escolarEducação Especial do/no Campo: ofensivas neoliberais e processos de in/exclusão escolarInclusive educationRural educationAccess and permanence conditions at schoolEducación inclusivaEducación ruralCondiciones de acceso y permanencia en la escuelaEducação inclusivaEducação ruralCondições de acesso e permanência na escolaThe right to schooling of peasants with disabilities, global developmental disorders and high abilities/giftedness has figured in Brazilian political-normative documents, especially in the last two decades. In this direction, this text aims to strain, in the context of neoliberal governmentality, the processes of in/exclusion at the interfaces of Special Education and Rural Education, particularly with regard to the provision of schooling and specialized educational assistance (SEA) to peasant populations. Therefore, a qualitative-quantitative research was carried out, with document and bibliographic review, as well as a microdata collection from the School Census of Basic Education, from the National Institute of Educational Studies and Research Anísio Teixeira, in the years of 2008, 2014 and 2020. The results indicate: the growth trend in enrollments of this public; the flow of students who leave the countryside to be educated in the urban area; schools closing in rural areas; the insufficiency of multifunctional resource rooms and SEA at rural schools. Thus, the study problematizes how neoliberal governmentality can, from the movements of school in/exclusion of peasants with disabilities, global development disorders and high skills/giftedness, assume an urban-centric aspect and intensify the dismantling of a Special Education from/in the Countryside.El derecho a la escolarización de campesinos con discapacidad, trastornos globales del desarrollo y altas habilidades/superdotación han figurado en documentos político-normativos brasileños, sobre todo en las dos últimas décadas. En este sentido, este texto aspira a tensar, en el contexto de gobernación neoliberal, los procesos de in/exclusión en las «interfaces» de la Educación Especial y de la Educación del/nel campo, particularmente con relación a la oferta de escolarización y de Atención Educacional Especializada (AEE) a las poblaciones campesinas. Para esto, se realizó una investigación cualitativo-cuantitativa, con revisión documental y bibliográfica, así como de análisis de microdatos del Censo Escolar de la Educación Básica, del Instituto Nacional de Estudios e Investigaciones Educacionales Anísio Teixeira, em los años de 2008, 2014 y 2020. Los resultados indican: la tendencia de creciminento en las matrículas de ese público; el flujo de alumnos que deja el campo para ser escolarizado en la zona urbana; el cierre de escuelas en el medio rural; la insuficiencia de aulas de recursos multifuncionales y AEE en las escuelas del campo. Así, el estudio problematiza como la gobernación neoliberal puede, a partir de los movimientos de in/exclusión escolar de los campesinos con discapacidad, trastornos globales del desarrollo y altas habilidades/superdotación, asumir una vertiente urbanocéntrica e intensificar el despedazamiento de una Educación Especial del/nel campo.O direito à escolarização de camponeses com deficiência, transtornos globais do desenvolvimento e altas habilidades/superdotação tem figurado em documentos político-normativos brasileiros, sobretudo nas duas últimas décadas. Nessa direção, este texto objetiva tensionar, no contexto da governamentalidade neoliberal, os processos de in/exclusão nas interfaces da Educação Especial e da Educação do/no Campo, particularmente quanto à oferta de escolarização e de atendimento educacional especializado (AEE) às populações camponesas. Para tanto, foi realizada uma pesquisa quali-quantitativa, com revisão documental e bibliográfica, bem como de levantamento de microdados do Censo Escolar da Educação Básica, do Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira, nos recortes de 2008, 2014 e 2020. Os resultados indicam: a tendência de crescimento nas matrículas desse público; o fluxo de alunos que deixam o campo para serem escolarizados na zona urbana; o fechamento das escolas no meio rural; a insuficiência de salas de recursos multifuncionais e de AEE nas escolas do campo. Assim, o estudo problematiza como a governamentalidade neoliberal pode, a partir dos movimentos de in/exclusão escolar dos camponeses com deficiência, transtornos globais do desenvolvimento e altas habilidades/superdotação, assumir uma vertente urbanocêntrica e intensificar o esfacelamento de uma Educação Especial do/no Campo.Universidade Federal de Santa Maria2022-12-08info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdftext/htmlhttp://periodicos.ufsm.br/educacaoespecial/article/view/7138610.5902/1984686X71386Special Education Magazine; Revista Educação Especial, v. 35, 2022 – Publicação Contínua – Qualis – A2; e52/1-26Revista de Educación Especial; Revista Educação Especial, v. 35, 2022 – Publicação Contínua – Qualis – A2; e52/1-26Revista Educação Especial; Revista Educação Especial, v. 35, 2022 – Publicação Contínua – Qualis – A2; e52/1-261984-686Xreponame:Revista Educação Especial (UFSM)instname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMporhttp://periodicos.ufsm.br/educacaoespecial/article/view/71386/50627http://periodicos.ufsm.br/educacaoespecial/article/view/71386/50628Copyright (c) 2022 Revista Educação Especialhttps://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessRibeiro, Eduardo AdãoNozu, Washington Cesar Shoiti2022-12-08T14:28:27Zoai:ojs.pkp.sfu.ca:article/71386Revistahttps://periodicos.ufsm.br/educacaoespecialPUBhttp://cascavel.ufsm.br/revistas/ojs-2.2.2/index.php/educacaoespecial/oaieducacaoespecial@smail.ufsm.br||clenioberni@gmail.com1984-686X1808-270Xopendoar:2022-12-08T14:28:27Revista Educação Especial (UFSM) - Universidade Federal de Santa Maria (UFSM)false |
dc.title.none.fl_str_mv |
Special Education from/in the Countryside: neoliberal offensives and processes of school in/exclusion Educación Especial del/en el Campo: ofensivas neoliberales y procesos de in/exclusión escolar Educação Especial do/no Campo: ofensivas neoliberais e processos de in/exclusão escolar |
title |
Special Education from/in the Countryside: neoliberal offensives and processes of school in/exclusion |
spellingShingle |
Special Education from/in the Countryside: neoliberal offensives and processes of school in/exclusion Ribeiro, Eduardo Adão Inclusive education Rural education Access and permanence conditions at school Educación inclusiva Educación rural Condiciones de acceso y permanencia en la escuela Educação inclusiva Educação rural Condições de acesso e permanência na escola |
title_short |
Special Education from/in the Countryside: neoliberal offensives and processes of school in/exclusion |
title_full |
Special Education from/in the Countryside: neoliberal offensives and processes of school in/exclusion |
title_fullStr |
Special Education from/in the Countryside: neoliberal offensives and processes of school in/exclusion |
title_full_unstemmed |
Special Education from/in the Countryside: neoliberal offensives and processes of school in/exclusion |
title_sort |
Special Education from/in the Countryside: neoliberal offensives and processes of school in/exclusion |
author |
Ribeiro, Eduardo Adão |
author_facet |
Ribeiro, Eduardo Adão Nozu, Washington Cesar Shoiti |
author_role |
author |
author2 |
Nozu, Washington Cesar Shoiti |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Ribeiro, Eduardo Adão Nozu, Washington Cesar Shoiti |
dc.subject.por.fl_str_mv |
Inclusive education Rural education Access and permanence conditions at school Educación inclusiva Educación rural Condiciones de acceso y permanencia en la escuela Educação inclusiva Educação rural Condições de acesso e permanência na escola |
topic |
Inclusive education Rural education Access and permanence conditions at school Educación inclusiva Educación rural Condiciones de acceso y permanencia en la escuela Educação inclusiva Educação rural Condições de acesso e permanência na escola |
description |
The right to schooling of peasants with disabilities, global developmental disorders and high abilities/giftedness has figured in Brazilian political-normative documents, especially in the last two decades. In this direction, this text aims to strain, in the context of neoliberal governmentality, the processes of in/exclusion at the interfaces of Special Education and Rural Education, particularly with regard to the provision of schooling and specialized educational assistance (SEA) to peasant populations. Therefore, a qualitative-quantitative research was carried out, with document and bibliographic review, as well as a microdata collection from the School Census of Basic Education, from the National Institute of Educational Studies and Research Anísio Teixeira, in the years of 2008, 2014 and 2020. The results indicate: the growth trend in enrollments of this public; the flow of students who leave the countryside to be educated in the urban area; schools closing in rural areas; the insufficiency of multifunctional resource rooms and SEA at rural schools. Thus, the study problematizes how neoliberal governmentality can, from the movements of school in/exclusion of peasants with disabilities, global development disorders and high skills/giftedness, assume an urban-centric aspect and intensify the dismantling of a Special Education from/in the Countryside. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-12-08 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://periodicos.ufsm.br/educacaoespecial/article/view/71386 10.5902/1984686X71386 |
url |
http://periodicos.ufsm.br/educacaoespecial/article/view/71386 |
identifier_str_mv |
10.5902/1984686X71386 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
http://periodicos.ufsm.br/educacaoespecial/article/view/71386/50627 http://periodicos.ufsm.br/educacaoespecial/article/view/71386/50628 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2022 Revista Educação Especial https://creativecommons.org/licenses/by-nc/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2022 Revista Educação Especial https://creativecommons.org/licenses/by-nc/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf text/html |
dc.publisher.none.fl_str_mv |
Universidade Federal de Santa Maria |
publisher.none.fl_str_mv |
Universidade Federal de Santa Maria |
dc.source.none.fl_str_mv |
Special Education Magazine; Revista Educação Especial, v. 35, 2022 – Publicação Contínua – Qualis – A2; e52/1-26 Revista de Educación Especial; Revista Educação Especial, v. 35, 2022 – Publicação Contínua – Qualis – A2; e52/1-26 Revista Educação Especial; Revista Educação Especial, v. 35, 2022 – Publicação Contínua – Qualis – A2; e52/1-26 1984-686X reponame:Revista Educação Especial (UFSM) instname:Universidade Federal de Santa Maria (UFSM) instacron:UFSM |
instname_str |
Universidade Federal de Santa Maria (UFSM) |
instacron_str |
UFSM |
institution |
UFSM |
reponame_str |
Revista Educação Especial (UFSM) |
collection |
Revista Educação Especial (UFSM) |
repository.name.fl_str_mv |
Revista Educação Especial (UFSM) - Universidade Federal de Santa Maria (UFSM) |
repository.mail.fl_str_mv |
educacaoespecial@smail.ufsm.br||clenioberni@gmail.com |
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