PATHS OF STUDENTS GRADUATING FROM THE SPECIALIZED EDUCATIONAL SERVICE OF A BRAZILIAN PUBLIC SCHOOL

Le résumé fourni par la source

This article analyzes the impacts of the subsequent school trajectory of students with disabilities, graduating from the Specialized Educational Service (AEE) of a public school in the city of Novo Hamburgo (RS/Brazil). Family members, students and teachers from the common classroom and the AEE participated. The methodology was based on a case study, with a qualitative, exploratory and descriptive approach, and data were collected in a questionnaire and interviews with semi-structured questions. As the main theoretical references that support education in an inclusive perspective, the study dialogued with authors who discuss inclusive education, including the policy of inclusive education at macro, meso and micropolitical levels. The hypothesis was that AEE is an important marker during the school trajectory. However, as the guarantee of support services at later levels of education is not achieved, individuals with disabilities are left at the mercy of luck. The study also added information about the school's Pedagogical Political Project (PPP), identified as EMEF AA, in relation to inclusive education and perspectives on the continuity of studies for students with disabilities, global developmental disorders and high abilities/giftedness. The results show that the AEE had a positive impact on the schooling of graduates. On the other hand, the discontinuity of the service offer marked the non-compliance with the legislation. It was understood that the AEE, when offered as planned, helps in schooling. However, the break with studies and not entering the job market mark practices of in/exclusion whose responsibility falls on the graduates themselves.

Ce résumé expose les affirmations des auteurs. BNTIC ne l’interprète pas comme une validation indépendante des résultats.