Abstract

PRIETO, Rosângela Gavioli; ANDRADE, Simone Girardi  and  SOUZA, Marcia Maurilio. School inclusion, permanence and right to learning: A study about trajectories and academic performance in a public school. Educ. Puc. [online]. 2017, vol.22, n.3, pp.389-405. ISSN 2318-0870.  https://doi.org/10.24220/P1519-3993-2017220300005.

The policy of school inclusion to people with disabilities, pervasive developmental disorders and high ability/gifted ones is being consolidated in Brazil mainly since the 2000s. The increase of these students’ enrollment in regular classes and the implementation of policies to guarantee their right to learning and access to higher levels of education is noticeable. This paper aims to analyze the schooling processes of two students with intellectual disabilities in a public school in São Paulo, evaluated by professionals of that educational system as a good one. School quality is an indispensable condition for inclusion and when poor or nonexistent, it is used as a justification for unsatisfactory results in the education of these students. The analytical description was drawn from documentary sources (legal and pedagogical ones) provided by the school and the educational system, and semi-structured interviews with a resource classes’ teacher and an educational coordinator. While the access to enrollment occurs as expected, pedagogical interventions seem to lack objectivity and systematic records when considering the singular needs of students in a regular class and in the institutional context. This is mainly due to the absence of a broader plan that individualizes teaching goals and objectives for these students, precluding the evaluation of their access to school knowledge.

Keywords : Performance; School inclusion; Schooling; Special education.

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