O acesso curricular para estudantes público-alvo da educação especial : uma análise com base no plano educacional individualizado em escolas do município de Nova Iguaçu-RJ

Abstract

This research, which uses documentary analysis, has the general objective of investigating the curricular access of students who are the target audience for Special Education (PAEE) in schools in the city of Nova Iguaçu, based on the analysis of the Individualized Educational Plan implemented in the Network. It starts from the following research question: what are PAEE students learning? Taking Jannuzzi (2004), Mendes (2006) and Pletsch (2014) as a reference, the analysis that underpins this text starts from the historical development of special education in Brazil, emphasizing the impact of social movements and international influences on the development of inclusive educational public policies. At the same time, it addresses the inadequate educational practices that contribute to the process of exclusion/invisibility and their effects on the psyche of students, according to Freud (1985), Kemper (2013) and Maurano (2010). It highlights the urgent need to rethink public policies that contribute to pedagogical actions focused on the individuality of students, in promoting accessibility and a sense of belonging. The equality-difference dialectic, central to the discussion on curriculum and inclusion, is analyzed in this work from the perspectives of Sacristán (2000), Frigotto (2010), Candau (2008) and Moreira (2001) . The understanding of the PEI as a strategy to guarantee access to an accessible curriculum is addressed from the perspectives of Estef (2021), Tannús -Valadão (2018) and Glat , Vianna and Redig (2012). In continuity, as a specific objective, the study seeks to analyze the PEI used in the municipal network of Nova Iguaçu, as a means of access to the curriculum, investigating its possible contribution to overcoming barriers to the curricular proposal. According to Cellard (2012), based on the qualitative methodological approach, within the documentary analysis of the PEI, the research discusses the pedagogical practices adopted by teachers in the Iguaçu network as one of the ways to guarantee curricular access to PAEE students. Based on the analysis of the data, it was revealed that the reduction of content and practices aimed at developing functional skills, decontextualized from the class curriculum, is still a reality in schools and causes the marginalization of PAEE students, preventing access to knowledge. However, this fact should not be limited to the practices of teachers. In reality, there is a network of multiple interconnected factors that influence educational outcomes and the exclusion of people with disabilities within a so-called inclusive context.