Políticas públicas de inclusão escolar em ação : uma jornada comparada entre Brasil e Itália
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Data
2020-02-17
Autores
Venturini, Renata Santos
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Universidade Federal do Espírito Santo
Resumo
Our journey was driven by the desire to highlight the relevance of freedom of thought, to fight for democracy and to guarantee the rights of Special Education targeting students. We started our journey with the objective of understanding the process of materializing public policies for school inclusion focusing on the organization of the pedagogical work develop in a school in Sassari (Italy) and in a school in Guarapari (Brazil). We were driven by the desire to conduct a comparative study that would bring together the different contexts of EE so that one reality could contribute and learn from another. Our methodological theoretical path was taken from the symbolic cartography proposed by Boaventura de Sousa Santos and the Stephen Ball and Richard Bowe Policy Cycle. In the construction of our comparative study we seek to show from the translation of our symbolic maps how these policies of school inclusion are put into action in the schools of Guarapari and Sassari. To understand the context of policy practice, we collected data from a Guarapari school, which represents the Brazilian educational scenario, and a Sassari school, which represents the Italian educational scenario of our journey. We conducted Focus Groups, participant observations and semi-structured interviews with the professionals involved in the schooling processes of the special education students from both places. In search of our combined translation we performed the juxtaposition of the maps, a movement in which the two maps were visualized and translated together without being overlapping. To carry out this translation we chose three axes of analysis to understand the context of policy practice: school inclusion, collaborative work and planning. Our axes have revealed to us that the translation of maps in the inclusion axis presents their adaptations and reinterpretations as an alignment between the maps of Brazil and Italy materialized in the movements observed in the schools of Sassari and Guarapari. In the axis of Collaborative Work, the maps of Sassari and Guarapari show misalignments from their local policies in determining the subjects involved in this movement to the context translation of the practices performed in collaborative work. In the planning axis, we observed that the assessment practices of the two scenarios are aligned to seek to represent the progress and progress of students reflecting on their evolution from what was proposed in the PDI and PEI. We consider that each scenario has a diferent public policy map for school inclusion with diferent demands and contexts. School professionals in both settings materialize their policy maps based on the needs of their contexts. We conclude this journey recognizing the importance of knowing another reality to reflect on ours, learning and teaching from other perspectives, another continent and another context
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Educação especial , Inclusão escolar , Estudo comparado internacional , Políticas educacionais , Cartografia , Ciclo de políticas , Special education , School inclusion , International comparative study , Educational policies , Cartography , Policy cycle