Inclusão escolar na educação do/no campo: desafios e possibilidades da atuação docente

Abstract

The aim of this research is to analyze the challenges and possibilities of teaching performance from the perspective of Special Education in and from Rural. Developed in a school located in a rural area, this study has a qualitative approach and exploratory objective, fitting into the research format of the field study type. The theoretical framework used was based on the work Defectology by Vygotsky (2019) and commentators (Prestes and Tunes, 2017; Dainez and Freitas, 2018; Stetsenko and Selau, 2018); authors who deal with the historical-political aspect of Special Education (Jannuzi, 1992; Mazzotta, 1993; Mendes, 2010, among others); authors who specifically discuss Education in and from Rural (Arroyo, 2007; Caldart, 2002; Souza, 2010) and researchers who deal with the interface between Special Education and Education in and from Rural (Palma and Carneiro, 2017; Nozu, 2017; Oliveira, 2021). As far as methodology is concerned, we used the Focus Group (FG) (Gatti, 2005) as a data collection tool, developed in five stages with 17 participants. To analyse the data collected, we used the Content Analysis proposed by Bardin (2011). The results were as follows: a) Identity: the group of teachers at the school is heterogeneous in terms of age, gender and academic background; most of the teachers have a postgraduate qualification in Special Education and a temporary contract with the state; b) Teaching performance: a) all the teachers showed satisfaction in their professional trajectories, but highlighted difficulties relating to travelling, longer dedication time and specific knowledge about the modality of Education in and from Rural; most of them showed limitations and difficulty in understanding and distinguishing between the concepts of Special Education, Inclusion and Inclusive Education, as well as in making inclusive actions/strategies more flexible; b) they consider the need to present or develop a differentiated teaching identity in relation to teachers from schools in the urban area; c) challenges of teaching performance: a) lack of knowledge about teaching in Education in and from Rural; b) adaptation of content; c) lack of preparation to work with Special Education students included in regular education and d) lack of time to prepare classes aimed at everyone; d) Possibilities for teaching performance: a) quality of the training offered; b) more time available to prepare classes; c) changes in the format for evaluating teacher performance; and d) expansion of dialogue between the Multifunctional Resource Room teacher and the other teachers. This research has demonstrated the urgent need for initiatives aimed at making Inclusive Special Education in and from Rural a reality.