Classes especiais: espaços pedagógicos especializados em tempos de inclusão escolar

Abstract

This research aimed to know the factors that contribute to the permanence of special classes in the current context of school inclusion policies. It was also intended to know the characteristics of the students who attend special classes, the pedagogical practices developed in these contexts and how teachers, who work in these classes, understand these spaces and their students. As a methodological option, from some authors such as: Passos; Kastrup and Escóssia (2012; 2014) the method of cartography was used, proposed by Deleuze and Guattari (1995), which comprises the basis of theoretical affiliation of this research to the systemic thinking. The research was developed in two special classes of School State Education Network in the city of Santa Maria / RS. For the data production, an analysis of the documents of the students present at school was carried out, observations in the context of special classes and semistructured interviews with teachers who work in these classes. The understanding of the theoretical and political aspects of special classes was supported by the contributions of the authors: Caiado and Torezan (1995), Ferreira (1994), Machado (1994), Kassar (1995), Omote (2000) and Uhmann (2014). In order to understand the problem of clinical diagnosis at school, authors like Bridi (2011) and Moysés (2001) were used as basis. As a theoretical basis for analysis of the data produced, we used the systemic thought, from the contributions of Maturana and Varela (2001), Maturana (2002), Pellanda (2009) and Vasconcellos (2013). From the approach to the researched context, it was found that all students attending two special classes have clinical diagnosis issued by doctors of different specialties. The age of these students varies widely, from the age of nine (9) to seventeen (17). Regarding the scholar background of the students, some of them started their schooling in the context of special classes and others came transferred from mainstream education, many of these after a history of school failure. Regarding the pedagogical practices developed in the two groups, it was observed that they present just a few challenging elements. During the classes, there is a great deal of time for the "free activities", demonstrating a weakness in educational planning ahead to more systematic proposals. Regarding how teachers understand the special classes and students that attend, it was observed that despite the teachers work valuing diversity of students, there seems to be a reductionist view as to their capabilities. Based on systemic thought, it is believed that these factors work as powerful devices in the permanence of students in special classes, thus contributing to the permanence of these educational spaces in historical and political times of school inclusion.