A educação especial no contexto da escola rural/ribeirinha na cidade de Manaus Amazonas-Brasil

: reflexões sobre a avaliação e desempenho de alunos no período de 2012 a 2022

Abstract

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.

Date of Award	8 Jul 2024
Original language	Portuguese
Awarding Institution	Universidade Católica Portuguesa
Supervisor	Filomena Ermida Costa Figueiredo Branco da Ponte (Supervisor)