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Abstract(s)
A pesquisa realizada abordou o tema da Educação Especial em ambientes rurais e ribeirinhos de Manaus, Amazonas, durante o período de 2012 a 2022. Seu objetivo principal foi analisar o desempenho e a avaliação de alunos com necessidades especiais nessas áreas, com foco na inclusão equitativa dentro das escolas. Para essa meta, foram propostos objetivos específicos, como investigar as políticas públicas direcionadas para a Educação Especial nessas regiões, avaliar o atendimento e o desempenho dos alunos, analisar as condições de trabalho dos professores e verificar o ambiente de aprendizagem dos alunos com deficiência. A motivação para esta pesquisa originou-se da ineficiência do Estado em prover a educação adequada para alunos especiais em zonas remotas, levando muitos a procurar atendimento na zona urbana. A análise qualitativa baseou-se na experiência da pesquisadora e nas pesquisas anteriores, utilizando entrevistas e análise documental para coletar dados sobre políticas, desempenho e condições de trabalho. Os resultados revelaram lacunas significativas na Educação Especial nessas áreas, incluindo o conhecimento parcial dos professores sobre políticas públicas, a divulgação insuficiente dessas políticas, o consenso sobre a importância da inclusão, a necessidade de mais capacitação para professores e a falta de recursos para os alunos. A conclusão aponta para a urgência de investimentos em infraestrutura, formação de professores e implementação eficaz de políticas existentes para garantir a igualdade de oportunidades educacionais. Destaca-se a necessidade de um esforço conjunto entre famílias, escolas, autoridades locais e governo para melhorar as condições educacionais e garantir uma educação de qualidade para todos, independentemente de suas necessidades específicas. Em suma, a pesquisa oferece reflexões profundas sobre a realidade da Educação Especial em ambientes rurais e ribeirinhos, enfatizando a importância de uma abordagem mais inclusiva e colaborativa para garantir um ambiente educacional equitativo e eficaz.
The research carried out addressed the topic of Special Education in rural and riverside environments in Manaus, Amazonas, during the period from 2012 to 2022. Its main objective was to analyze the performance and evaluation of classes with special needs in these areas, focusing on equitable inclusion within schools. For this goal, specific objectives were proposed, such as investigating public policies aimed at Special Education in these regions, evaluating student attendance and performance, analyzing teachers' working conditions and verifying the learning environment of students with disabilities. The motivation for this research originated from the State's inefficiency in providing adequate education for special needs students in remote areas, leading many to seek care in urban areas. The qualitative analysis was based on the researcher's experience and previous research, using interviews and document analysis to collect data on policies, performance and working conditions. The results revealed significant gaps in Special Education in these areas, including teachers' partial knowledge of public policies, insufficient dissemination of these policies, consensus on the importance of inclusion, the need for more training for teachers, and a lack of resources for students. . The conclusion points to the urgency of investments in infrastructure, teacher training and effective implementation of existing policies to guarantee equal educational opportunities. The need for a joint effort between families, schools, local authorities and the government to improve educational conditions and guarantee quality education for everyone, regardless of their specific needs, is highlighted. In short, the research offers profound reflections on the reality of Special Education in rural and riverside environments, emphasizing the importance of a more inclusive and collaborative approach to guarantee an equitable and effective educational environment.
The research carried out addressed the topic of Special Education in rural and riverside environments in Manaus, Amazonas, during the period from 2012 to 2022. Its main objective was to analyze the performance and evaluation of classes with special needs in these areas, focusing on equitable inclusion within schools. For this goal, specific objectives were proposed, such as investigating public policies aimed at Special Education in these regions, evaluating student attendance and performance, analyzing teachers' working conditions and verifying the learning environment of students with disabilities. The motivation for this research originated from the State's inefficiency in providing adequate education for special needs students in remote areas, leading many to seek care in urban areas. The qualitative analysis was based on the researcher's experience and previous research, using interviews and document analysis to collect data on policies, performance and working conditions. The results revealed significant gaps in Special Education in these areas, including teachers' partial knowledge of public policies, insufficient dissemination of these policies, consensus on the importance of inclusion, the need for more training for teachers, and a lack of resources for students. . The conclusion points to the urgency of investments in infrastructure, teacher training and effective implementation of existing policies to guarantee equal educational opportunities. The need for a joint effort between families, schools, local authorities and the government to improve educational conditions and guarantee quality education for everyone, regardless of their specific needs, is highlighted. In short, the research offers profound reflections on the reality of Special Education in rural and riverside environments, emphasizing the importance of a more inclusive and collaborative approach to guarantee an equitable and effective educational environment.
Description
Keywords
Educação especial Contextos rurais Políticas públicas Inclusão educacional Special education Rural contexts Public policy Educational inclusion