O Processo de inclusão em escola de assentamento em Presidente Figueiredo-AM: um estudo na perspectiva da equidade e dos direitos humanos

Abstract

This study investigated how the process of implementing inclusive education has occurred in the school of Assentamento Uatumã, considering what is recommended in the Universal Declaration of Human Rights, located in Presidente Figueiredo-AM. We chose the Hugo Castelo Branco Municipal School because it is the central institution of the Uatumã settlement. In this sense, our general object of study is to describe the processes through which the school inclusion of special education students at the Hugo Castelo Branco Municipal School in the Uatumã settlement in Presidente Figueiredo-AM is articulated, and the specific objectives are: 1) To present the educational sociopolitical historical context of the Uatumã Settlement school in Presidente Figueiredo-AM; 2) Identify the facilitating and hindering factors in the implementation of school inclusion of students with disabilities in the last decade at the school in Assentamento Uatumã; and 3) discuss the concept of equity in the light of the Universal Declaration of Human Rights and national policies that regulate special and inclusive education as a context of the inclusion process in settlement schools. We used Michel Foucault's thinking as a theoretical foundation, considering the concepts of biopolitics and governmentality and from them to analyze how the process of inclusion of the target audience of special education in settlement areas is articulated in legal documents, considering the Universal Declaration of Human Rights, the National Policy on Special Education from the Perspective of Inclusive Education (2008), the National Education Plan (2014-2024) and the Brazilian Law for Inclusion of Persons with Disabilities (2015). The study follows a qualitative approach of a descriptive nature, whose information base are documents, bibliographic record, scientific articles and thesis. As a result, it was observed that the process of implementing inclusion in a settlement school is still configured as something to be implemented. What is described in the documents are discourses that are far from what is presented in the School Census, and in the reviewed articles and thesis. Legislation is a factor that facilitates the biopolitical logic in favor of a governmentality that masks the reality experienced in the field of education, especially with regard to inclusive education, and its interface with rural education, and as complicating factors we have infrastructure, continuing education for education professionals, the lack of Specialized Educational Assistance, family support, school transportation and student learning in the regular classroom.