Ensino, Educação Básica e Formação de Professores

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Programa de Pós-Graduação Ensino, Educação Básica e Formação de Professores

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URL do programa: http://www.ensinoeeducacao.alegre.ufes.br/pt-br/pos-graduacao/PPGEEDUC

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A formação para a educação inclusiva nos projetos pedagógicos curriculares dos cursos de licenciatura da UFES/Alegre - ES
(Universidade Federal do Espírito Santo, 2019-09-23) Cossate, Fernanda Sobreira; Anastacio, Simone Aparecida Fernandes; https://orcid.org/0000-0002-7030-6748; http://lattes.cnpq.br/0532528200582514; https://orcid.org/0000-0001-5022-8810; http://lattes.cnpq.br/6889363865472384; Coelho, Geide Rosa; https://orcid.org/0000-0001-5358-9742; http://lattes.cnpq.br/6143294915531803; Martins, Raisa Maria de Arruda; https://orcid.org/0000-0002-1089-8796; http://lattes.cnpq.br/0330124122903433; Weiss, Andreia; https://orcid.org/0000-0002-3513-1858; http://lattes.cnpq.br/1498649423330714
As a rule, the process of exclusion in school practice was a reality that after the declaration of human rights in 1948 became questionable and repudiated. Throughout this historic milestone, several agreements were signed, to which Brazil is a signatory, among them the Salamanca declaration. These agreements aimed to provide north that could guide the formation of the inclusive education paradigm in the different countries of the world. Many authors have sought to study and understand the differences and describe how the process of exclusion occurs from those who, because they are different, suffer the epistemicide of their ideas and knowledge in the face of the knowledge of those who have economic and social power in a society, in which diversity must be launched beyond visibility. In invisibility lies everything that represents the different in a society deeply marked by the search for cultural homogeneity to the detriment of other epistemologies. In this context arise authors of critical and post-critical theoretical approaches to the idea of school curriculum, whose theoretical frameworks are Paulo Freire, Giroux and Laclau, respectively and work the idea of emancipation, important in the process of changes of the political and social system and especially In the context of education, they profoundly influence the constitution of a curriculum capable of embracing the various social demands represented by human diversity. In this context, this paper is a case study of the four undergraduate courses of the Federal University of Espírito Santo, Unit of Alegre- ES and aims to analyze how the curricular structure of the undergraduate courses contribute to teacher education from the perspective of inclusive education.To this end, a documental analysis of the pedagogical political projects of these courses was carried out and their adaptation to the national curriculum guidelines that guide each degree. In addition, two focus groups were held with faculty members of the Structuring Teacher Nucleus (NDE) of each. of the courses to identify which political and pedagogical aspects have been influencing the teachers formation regarding the aspects of the inclusive education. The data from this research indicate that there is the adequacy of the PPC's analyzed to the national curriculum guidelines that guide the undergraduate courses studied, as well as the strong technical aspect of the courses which corroborates the historical data regarding teacher education in Brazil, which It still has a focus on bachelor degree to the detriment of undergraduate degrees, which at first becomes an aggravating factor of teacher education focused on inclusive education. At the same time, when the legislation of the courses is adequate, regarding the infrastructure, pedagogical support to the coordinators and teachers and the political articulation between Municipal Public Administration and Federal University still need improvement. However, the potential of highly qualified faculty courses constitutes a great opportunity for the development of the theme.
Direito à educação e ensino superior: o caso da Universidade Federal do Espírito Santo – unidade de Alegre
(Universidade Federal do Espírito Santo, 2019-09-05) Mendonca, Gisele Aparecida Mezabarba; Anastacio, Simone Aparecida Fernandes; https://orcid.org/0000-0002-7030-6748; http://lattes.cnpq.br/0532528200582514; https://orcid.org/0000-0001-7322-3035; http://lattes.cnpq.br/9983592763398076; Melo, Douglas Christian Ferrari de; https://orcid.org/0000-0003-2761-0477; http://lattes.cnpq.br/4115960878343816; Franca, Marileide Goncalves; https://orcid.org/0000000316906088; http://lattes.cnpq.br/2559896753127751; Martins, Raisa Maria de Arruda; https://orcid.org/; http://lattes.cnpq.br/0330124122903433
The research sought to understand the implementation of the special education politics at the Universidade Federal do Espírito Santo – Unidade de Alegre, regarding access and permanence of students with disabilities, global developmental disorders and high skills / giftedness. To this end, we aim to identify the actions developed by Ufes / Alegre in relation to the inclusion of students target audience of special education; to investigate the work of attendance to the students target of the special education in Ufes / Alegre; analyze the guiding documents of the special education politics at Ufes, with a view to understanding how students with disabilities have been assisted by Ufes / Alegre; Understand through teachers' vision the inclusion of students with disabilities, global developmental disorders and high skills / giftedness. Assumes as theoretical assumption the authors who analyze the public politics of special education for the inclusion of students with disabilities, global developmental disorders and high skills / giftedness, the historical and legal aspects that deal with the right to education of this public and higher education. Therefore, the case study was developed, in a qualitative perspective, through the application of a questionnaire and semi-structured interview with the research subjects. It was found that the process that includes access and retention of students targeted by special education at Ufes / Alegre was the result of a broader process that reflects the politics for education in federal higher education institutions. We also identified that the meanings attributed to the care of PAEE students in the Alegre unit, in the teaching view, assume different meanings, since they reflect the view of a heterogeneous group, with varied academic backgrounds and professional experiences
Ensino-aprendizagem de física e a inclusão de alunos com deficiência intelectual: dificuldades e possibilidades
(Universidade Federal do Espírito Santo, 2023-08-24) Alves, Dálete Rodrigues; Anastacio, Simone Aparecida Fernandes; http://lattes.cnpq.br/0532528200582514; https://orcid.org/0009-0002-0211-8785; http://lattes.cnpq.br/8795171086528799; Victor, Sonia Lopes; http://lattes.cnpq.br/2432786277131614; Franca, Marileide Goncalves; https://orcid.org/0000000316906088; http://lattes.cnpq.br/2559896753127751; Libardi, Helena
The overarching aim of this study was to assess the teaching and learning process for students with intellectual disabilities regarding physics concepts related to the theme "Energy Sources." This evaluation was conducted through the implementation of an instructional sequence designed according to the principles of Universal Design for Learning (UDL) and the Three Pedagogical Moments approach. The specific objectives included obtaining insights into the teaching and learning process pertaining to Physics education, understanding the extent of participation of students from the special education target group in Physics classes, devising and executing instructional sequences rooted in the Three Pedagogical Moments framework in collaboration with the lead teacher to enhance scientific literacy among students, with a special focus on the special education target group, and developing and implementing instructional sequences in partnership with the lead teacher, aligned with the principles of Universal Design for Learning, aimed at fostering scientific literacy among students while evaluating the contributions of UDL in facilitating the inclusion of students from the special education target group. The theoretical foundation of this study was grounded in Lev S. Vygotsky's insights into the learning and development processes of individuals with disabilities. Vygotsky's framework emphasizes the role of social interaction and mediation in shaping compensatory processes that contribute to the formation of a distinct personal identity through interactions with the surrounding world. To achieve the stipulated objectives, the qualitative research approach was adopted, employing Content Analysis as the methodology for data organization. These data were subsequently contextualized using relevant theoretical frameworks and supplemented with insights from scholarly discourse. Data collection procedures encompassed classroom observations, the active involvement of students with special needs in Physics classes, and an assessment of pedagogical practices. The study was conducted within a first-year High School class in a state school located in Muqui/ES. The research participants comprised two students with intellectual disabilities and the lead Physics teacher. Through the intervention, opportunities for learning were identified, including heightened engagement and participation of students with special needs throughout the activities. These opportunities facilitated their capacity to observe, articulate arguments, stimulate curiosity, enhance attention and memory, and engage in other pivotal psychological functions within the learning process. Ultimately, it became evident that, for these students, their potential was best harnessed through hands-on experimental activities. By engaging with materials, these students were able to grasp cause-and-effect relationships, establish connections, and assimilate the targeted concepts.
Financiamento da Educação Especial em Cachoeiro de Itapemirim: repasse e aplicação dos recursos financeiros – 2015 a 2020
(Universidade Federal do Espírito Santo, 2023-08-30) Mangefeste, Hellen Abreu Nascimento; Franca, Marileide Goncalves; https://orcid.org/0000000316906088; http://lattes.cnpq.br/2559896753127751; https://orcid.org/0009-0005-7383-2435; http://lattes.cnpq.br/7700324032096674; Anastacio, Simone Aparecida Fernandes; http://lattes.cnpq.br/0532528200582514; Martins, Raisa Maria de Arruda; http://lattes.cnpq.br/0330124122903433; Prieto, Rosangela Gavioli
The research has the objective of analyzing the financing of Special Education in the municipality of Cachoeiro de Itapemirim, state of Espírito Santo, from 2015 to 2020. We presuppose that school education in Brazil is related to public policies, the target of state intervention to ensure social rights. In this way, financing is the main mechanism for expanding supply and guaranteeing rights to education for all. The research is based on the theoretical contributions of authors in the area of education financing and public policies (Salvador, Pinto, Cury, Bochetti, Oliveira, Hofling, Carinhato) and the area of Special Education (Mazzotta, Kassar, França). For the development of the study, a qualitative research of the documentary type was carried out, through the analysis of ordinances, decrees, municipal education plan, budget planning, summary report of budget execution and statements of revenue and expenses of the municipality. With respect to budget planning, the existence of programs aimed at Education was identified, as well as the presence of Special Education through the program "Inclusive Education and the Right to Diversity". As for revenue for Education, the municipality's financial dependence on federated entities was found to guarantee the provision of Basic Education, considering that municipal revenues accounted for about 29% of resources, while constitutional transfers permeated approximately 71% of revenues for Education. The revenues for Special Education were included in the total revenues of the municipality's Education, as well as the revenues from Fundeb did not detail the funds for Special Education. In this way, this modality is invisible in the Fundeb statements and in the Maintenance and Development of Education statements. Referring to expenses, the Education function occupied an average of 30% of the total general expenses of the municipal administration, being the function that received the most resources in the period analyzed. The sub-functions Early Childhood Education and Elementary Education had the highest percentage of expenses, occupying more than 90% of the total, while Special Education accounted for 0.4% of this amount. Regarding the management and systematization of budgetary and financial data, it was observed that changes in the organization and systematization of data due to the change of management made it difficult to collect and analyze information. The difficulty of contacting the Department of Education and the Department of Finance, as well as the lack of availability of disaggregated data also hindered the process of detailed analysis of Special Education revenues and expenditures. The financing of Special Education in the municipality is influenced by the correlation of political, social and economic forces. The study also shows the need to change the way data is recorded to monitor and control public resources for Special Education. For effective equal and inclusive public education, it is necessary to have financing policies that involve Special Education within the scope of public financial and pedagogical management, in order to ensure access, permanence and quality of education for all.
"Fizeram até uma parada": A educação das relações étnico-raciais no ensino de Química
(Universidade Federal do Espírito Santo, 2023-06-23) Basílio, Thamiris Anacleto; Franca, Marileide Goncalves; https://orcid.org/0000000316906088; http://lattes.cnpq.br/2559896753127751; https://orcid.org/0009-0009-5891-6912; http://lattes.cnpq.br/2814235091062159; Anastacio, Simone Aparecida Fernandes; http://lattes.cnpq.br/0532528200582514; Santos, Sergio Pereira dos; Mendes, Maricleide Pereira de Lima
This study aimed to analyze the teaching of Chemistry based on Law No. 10,639/03 in a state high school in the municipality of Cachoeiro de Itapemirim-ES. To this end, it was based on the contributions of Da Costa Júnior (2021), Nascimento (2008), Machado and Loras (2017) and Cunha (2007) to discuss the contributions of black people in different areas of knowledge. Without the intention of disagreeing about the concepts of racism, race and whitening ideology, it was based on the reflections of Munanga (2004), Bento (2002) and Guimarães (2003). Furthermore, through the conception of Fonseca (2008), Silva and Pinheiro (2019), Alvino and Benite (2017), Silva Júnior (2002) and Cavalleiro (1998), the teaching of Chemistry was invented from the perspective of Relationship Education Ethnic-Racial (ERER). This study is characterized as qualitative research, of the case study type. As data collection instruments, we used observation, field diary, document consultation and semistructured interview. The subjects of the research, in turn, were the Chemistry teacher, the school director and pedagogue and eight high school students. To examine the data, Content Analysis was chosen (FRANCO, 2005). In this sense, the curriculum of the Secretariat of the State of Espírito Santo (Sedu) did not present guidance on practices linked to the ERER theme in the context of Chemistry, nor does the school's PPP contain Law No. 10,639/03. This absence contributes to the non-materialization of the law in the planning and actions carried out by teachers. Despite this lack of normative and curricular documents, the school promoted practices external to ERER, not limiting this discussion to Black Consciousness Day. However, situations of racism experienced by students point to the need for this topic to be discussed at school and in the teaching of Chemistry, in order to break with the Eurocentric curriculum, presenting the contributions of the African matrix, through the valorization of the teaching of history and Afro-Brazilian and African culture in science. Furthermore, the Chemistry teacher's lack of knowledge about Law No. 10,639/03 was identified, due to the lack of access to the subject in her initial, continued training. It is evident that this has repercussions on the development of classes, marked by the silence on the topic of ERER in Chemistry teaching and the omission in the articulations of activities related to racism. In this way, the study highlights the relevance of discussing Law No. 10,639/03 in teacher training so that, in future practices as teachers, they carry out activities that oppose racism, not relegating this task only to educators in the area of Human Sciences. From the moment it is understood that this discussion is mandatory for all teachers, regardless of the area of knowledge, the teaching of Chemistry is rethought, so that, through their specific knowledge, they can also promote anti-racist education.
O ensino de microbiologia e sua relação com a formação docente, atividades práticas e livro didático
(Universidade Federal do Espírito Santo, 2019-08-30) Coelho, Luiz Carlos de Queiroz; Ferreira, Carolina Demetrio; https://orcid.org/0000-0002-1152-6791; http://lattes.cnpq.br/0105954451984447; https://orcid.org/; http://lattes.cnpq.br/1569342428018898; Anastacio, Simone Aparecida Fernandes; https://orcid.org/0000-0002-7030-6748 ; http://lattes.cnpq.br/0532528200582514; Garcia, Junia Freguglia Machado; https://orcid.org/; http://lattes.cnpq.br/5889291921323079
O Ideb e as políticas educacionais em municípios do Caparaó Capixaba
(Universidade Federal do Espírito Santo, 2022-02-24) Ribeiro, Welison Carlos Loiola; Martins, Raisa Maria de Arruda; https://orcid.org/; http://lattes.cnpq.br/0330124122903433; https://orcid.org/; http://lattes.cnpq.br/; Anastacio, Simone Aparecida Fernandes; https://orcid.org/; http://lattes.cnpq.br/0532528200582514; Alavarse, Ocimar Munhoz; https://orcid.org/; http://lattes.cnpq.br/; Franca, Marileide Goncalves; https://orcid.org/0000000316906088; http://lattes.cnpq.br/2559896753127751
TThe Basic Education Development Index (Ideb) is one of the main indicators of quality in Basic Education in Brazil and is established as a reference instrument for the elaboration of educational policies. In this context, this study analyzed how the Ideb
O Parque Estadual da Cachoeira da Fumaça sob o olhar de alunos visitantes e seus monitores
(Universidade Federal do Espírito Santo, 2019-06-27) Barbosa, Manoel Augusto Polastreli; Oliveira, Juliana Rosa Do Para Marques de; https://orcid.org/0000-0003-3134-5784; http://lattes.cnpq.br/5546014514021118; https://orcid.org/0000-0003-1162-0670; http://lattes.cnpq.br/8123623831238907; Anastacio, Simone Aparecida Fernandes; https://orcid.org/0000-0002-7030-6748; http://lattes.cnpq.br/0532528200582514; Sattler, Marcos Antonio; https://orcid.org/; http://lattes.cnpq.br/0756816910234198
The non-formal places of education are important environments to the development of the learning process. In many cases, the experiences that took place in these sites enable the students to come closer to the object and/or the content studied inside the classroom. One of these places, Parque Estadual da Cachoeira da Fumaça was selected to the development of this study. The site is a Conservation Unit, placed between the cities of Ibitirama and Alegre, state of Espírito Santo. One of its main operation is the visitor‟s reception by the monitors in order to perform an environment interpretation, among them, there are students at every school levels. Besides the non-formal space of education, the researched environment also protects an infinity of the flora and fauna species, thus, the following issue was raised: what are the Middle School student‟s perceptions regarding the activities developed in the Parque Estadual da Cachoeira da Fumaça, as well as regarding the monitors from the Conservation Unit who develop such actions? To this end, the established overall goal is to analyze the activities developed by the Parque Estadual da Cachoeira da Fumaça from its monitors and the Middle School students‟ perception. Eighty Middle School students and the two monitors of the respective Conservation Unit who visited the Parque Estadual da Cachoeira da Fumaça between October and November 2018 participated in the research. The data collection occurred through observations performance by the researcher of activities developed in the Parque Estadual da Cachoeira da Fumaça along with the visiting students, besides the application of a survey among the students and monitors. The results obtained were discussed face the literature brought on the theoretical background and used due to the drafting of a final report, which is considered the product of this work and it is going to be delivered to the administration of the Conservation Unit. Through this study, it was possible to assert a positive evaluation from the students and monitors regarding the three activities developed during the site visit: lecture, flannel graphs and interpretative trail. The students considered the Conservation Unit an important space of environmental preservation, once they had contact with nature and got closer to the content studied inside the classroom. The Parque Estadual da Cachoeira da Fumaça develops a work aiming the environment preservation, and it is considered a non-formal space of potential education regarding the human formation and the strengthening of formal space versus non-formal space relations. In a word, the dissemination and acknowledgment of this work, mainly by the schools and teachers are of the utmost importance. The usage of the Conservation Unit allows the visitors the acknowledgment of the environmental preservation relevance, which means scholar groups, aiming to sensitize such citizens regarding the environmental issues, should pursue it more intensely, enabling the learning of a myriad of contents related to the teaching of Science.
Percepção dos alunos de 9º ano do Ensino Fundamental sobre o Ensino de Ciências
(Universidade Federal do Espírito Santo, 2020-10-06) Polastreli, Valquiria; Souza, Luceli de; https://orcid.org/; http://lattes.cnpq.br/8782112208959493; https://orcid.org/; http://lattes.cnpq.br/; Anastacio, Simone Aparecida Fernandes; https://orcid.org/; http://lattes.cnpq.br/0532528200582514; Weiss, Andreia; https://orcid.org/; http://lattes.cnpq.br/1498649423330714; Sgarbi, Antonio Donizetti; https://orcid.org/; http://lattes.cnpq.br/
Teaching sciences has changed in Brazil and around the world, alternating its conceptions and finalities, following political processes, as well as technological, cultural and social. The School seeked adapting to these changes, aiming for the necessity o
Perspectiva docente quanto a formação continuada de professores no município de Guaçuí-ES
(Universidade Federal do Espírito Santo, 2023-06-28) Morais, Iêni Silva Costa; Martins, Raisa Maria de Arruda; https://orcid.org/0000-0002-1089-8796; http://lattes.cnpq.br/0330124122903433; https://orcid.org/0009-0000-8704-5583; http://lattes.cnpq.br/7792361120973661; Anastacio, Simone Aparecida Fernandes; https://orcid.org/0000-0002-7030-6748; http://lattes.cnpq.br/0532528200582514; Herneck, Heloisa Raimunda; https://orcid.org/0000-0002-1758-6138; http://lattes.cnpq.br/2806155165615443; Weiss, Andreia; https://orcid.org/0000-0002-3513-1858; http://lattes.cnpq.br/1498649423330714
This study is part of the research line School Practice, Teaching, Society and Teacher Training of the Graduate Program in Teaching, Basic Education and Teacher Training at Universidade Federal do Espírito Santo and the main objective of this research is to analyze how teachers comprise the Continuing Training made available to them. The present work is included in the Field of Educational Public Policies for Teacher Training, specifically the Policies for Continuing Teacher Training. From this perspective, a case study was developed at Escola Municipal de Ensino Fundamental Deocleciano de Oliveira in the municipality of Guaçuí/ES, in order to, through the teaching perspective, characterize the proposals for Continuing Education, analyzing their specific legislation and understanding their association with teaching practice and development. In this sense, it is based on theoretical references in the area of Initial and Continuous Training of Teachers and in the area of Educational Public Policies. To carry out data collection, document consultation was used, analysis of federal, state and municipal legislation, semi-structured interviews with teachers and observation with registration in the Field Diary. Data analysis was carried out using the method/data triangulation technique, which allows for the maximum breadth in the description, explanation and understanding of the field of study assumed by Triviños (1987). In this context, it was decided to build four Thematic Axes: Conceptualization, Teaching Autonomy, Practice and Professional Development. Thus, we consider that teachers need Continuing Education Policies that meet their daily needs and are linked to their Professional Development, both in terms of practical actions combined with theory and in terms of career progression.
Polo de educação a distância de Alegre e a formação de professores na região do Caparaó – ES
(Universidade Federal do Espírito Santo, 2020-08-06) Chaves, Lizzie de Almeida; Erthal, Joao Paulo Casaro; https://orcid.org/0000000335782340; http://lattes.cnpq.br/4049290999036716; https://orcid.org/; http://lattes.cnpq.br/; Anastacio, Simone Aparecida Fernandes; https://orcid.org/; http://lattes.cnpq.br/0532528200582514; Goncalves, Agda Felipe Silva; https://orcid.org/; http://lattes.cnpq.br/4399581833080852
Recent research shows that distance education has been expanding rapidly in higher education in Brazil. In this context, a case study was carried out in order to analyze the possible contributions or challenges faced by licentiate degree courses offered i
Trajetória educacional de estudantes com deficiência visual da Universidade Federal do Espírito Santo
(Universidade Federal do Espírito Santo, 2022-03-24) Silva, Ana Claudia Fontes da; Anastacio, Simone Aparecida Fernandes; https://orcid.org/0000-0002-7030-6748; http://lattes.cnpq.br/0532528200582514; https://orcid.org/; http://lattes.cnpq.br/; Franca, Marileide Goncalves; https://orcid.org/0000000316906088; http://lattes.cnpq.br/2559896753127751; Pimentel, Susana Couto; https://orcid.org/; http://lattes.cnpq.br/6636602535604435
With the proposal of constituting the educational trajectory of students with visual impairments, the research had as general objective to investigate the educational trajectory of students with visual impairments at Ufes/Alegre and their experiences in higher education. For this, it was sought to know the process of schooling of students at different levels in education; reflect on signs and marks of ableism and its materialization during the educational trajectory of students and identify the existing conditions related to the participation, permanence and success of students in higher education. Having research with a qualitative approach, the investigation method was Life History (HV), which was treated in this research as Topical Life History (HVT), for focusing on certain stages of two university students’ life’s enrolled at Ufes/Alegre. Data production took place through Narrative Interviews (NE), a form for identifying students and the research notebook. The assumptions that gave the theoretical basis were the historical-cultural perspective of human development by Vygotsky (1896-1934), especially the studies of defectology, and the current studies on ableism. In addition, an incursion was made on the regulations related to the education of people with impairments. The students' narratives and the events they experienced revealed that, in society and even in educational places, the focus of the research, there is a coexistence of the biomedical conception with the social conception of deficiency and that their trajectories are marked by elements that sometimes hinder and sometimes help to build strategies/possibilities so that students with impairments can be at different levels of education on equal terms with others, by rights. In addition, by sharing their experiences, joys and pains, challenges and victories, the students contributed to the discussion related to special education from the perspective of inclusive education, and based on this dialogue, the importance of accessibility centers structured with exclusive professionals in higher education is highlighted, as well as in multifunctional resource rooms in basic education. Just as important is the offer of continuing education for professionals and the need to break with homogenizing practices, because it is essential to consider human diversity and the singularities related to the education of people with impairments. Therefore, it is essential to understand the ableism as a paradigm based on limiting and negative beliefs, which needs to gain visibility, from the social conception of deficiency and be extinguished. Based on the students' narratives, it is necessary to understand that it is urgent to mobilize and expand this debate in academic productions and, definitely, in spaces where ableism occurs, in everyday life, but mainly in the educational places. Change requires reviewing practices, above all, on the part of teachers who, due to ableism attitudes and attitudinal barriers, make choices that disadvantage and harm students with impairments and their education.
Trajetórias de pessoas com deficiência de Jerônimo Monteiro/ES: implicações dos laudos do olhar no direito à educação
(Universidade Federal do Espírito Santo, 2019-09-09) Lima, Jovenildo da Cruz; Vieira, Alexandro Braga; https://orcid.org/0000-0001-5952-0738; http://lattes.cnpq.br/9217767617403655; https://orcid.org/0000-0002-6946-1038; http://lattes.cnpq.br/6023843685588141; Anastacio, Simone Aparecida Fernandes; https://orcid.org/0000-0002-7030-6748; http://lattes.cnpq.br/0532528200582514; Franca, Marileide Goncalves; https://orcid.org/0000000316906088; http://lattes.cnpq.br/2559896753127751; Ramos, Ines de Oliveira; https://orcid.org/0000-0003-2019-8600; http://lattes.cnpq.br/1975169078870006
The dissertation aims to reconstruct the trajectory lived by people considered to have some kind of disability in the municipality of Jerônimo Monteiro / ES - considering different historical moments - and make them dialogue with the ways the school means the process of inclusion of public students. target of special education today. It brings reflections on the implications of social diagnoses in the enjoyment of various rights, especially education. It comprises a certain corpus of knowledge that aims to help teaching units (at present) to analyze the impacts of school diagnoses (“eye reports”) on the teaching-learning processes of students with disabilities, global developmental disorders and high skills. giftedness. Dialogue with Boaventura de Sousa Santos (2006, 2007, 2008) and Lilia Ferreira Lobo (2015), as well as researchers in the field of special education. Methodologically, it is based on the assumptions of narratives and documentary research. The data collection consisted of interrelated moments: a) documentary consultation to recompose the history of the city and data related to Education and Special Education; b) survey of the subjects participating in the research through the composition of two working groups (Group 1 with people who lived with the subjects who recomposed their life trajectories, and Group 2 with teachers who work with current target audience students); c) conducting group interviews with participants in Group 1; c) application of questionnaires to the teachers of Group 2; d) organization, categorization and analysis of data. The research was conducted in the second semester of 2018 and the first of 2019, having as data collection instrument the field diary, focus group filming, interview recording and questionnaires. As a result, the study demonstrates that the trajectories of the investigated people suffered implications of social diagnoses produced from their modes of existence; whereas the difficulties encountered by society in dealing with subjects with significant differences promote exclusionary processes in a multifaceted manner; that education systems (nowadays) need to compose public policies (with emphasis on teacher education), considering that the “eye reports” produced in school collectives can promote processes of exclusion of the target public students from special education. right to learn, contrary to the Brazilian Constitution of 1988.

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