Biblioteca Digital de VanguardiaThe production of knowledge on specialized educational care: a comparative national study
This article focuses on the comparative perspective of special education studies based on two collaborative research studies that focused on the schooling policies for the Special Education Target Audience (PAEE) students in two municipalities in the southeastern region of Brazil: Rio Claro (SP) and...
| Autores principales: | , , |
|---|---|
| Formato: | info:eu-repo/semantics/article |
| Lenguaje: | Portugués |
| Publicado: |
Universidade Estadual Paulista, Faculdade de Ciências e Letras de Araraquara
2018
|
| Materias: | |
| Acceso en línea: | https://periodicos.fclar.unesp.br/rpge/article/view/10722 http://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/65851 |
| Sumario: | This article focuses on the comparative perspective of special education studies based on two collaborative research studies that focused on the schooling policies for the Special Education Target Audience (PAEE) students in two municipalities in the southeastern region of Brazil: Rio Claro (SP) and Santa Maria de Jetibá (ES). Through the critical dialogue with the actors in each context, it reflects the knowledge about the policies of specialized educational assistance (AEE) in action / instituted in the national scenario. The analysis was based on two independent researches. Two points of convergence mark these studies in their perspectives and theoretical and methodological principles: the collaboration between university and teaching networks in the process of knowledge construction and focus groups as instruments of data collection. Many reflections are still needed to understand the policies from the actors that put them in use, their speeches and the institutional practices that emerge from the process of policy implementation by professionals who act at the practice level. The analyzes show that in the context of the municipalities this policy suffers multiple translations and interpretations in several levels, assuming different contours. When it comes to ESA, offered in the SRM, the policies focused on this form of service are recent and, therefore, there is much to be done to know in fact how to teach in these rooms, as well as conceive a collaborative work with the common room. |
|---|