Educação especial no sistema educacional moçambicano: as vivências sociais e inclusão escolar de estudantes com deficiência no ensino geral
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Data
2022-05-09
Autores
Alberto, Amisse
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Universidade Estadual Paulista (Unesp)
Resumo
No contexto do sistema educativo moçambicano, a inclusão escolar estabelece-se como componente integrante do Sistema Nacional de Educação, a partir das premissas gerais do direito à educação, ou seja, o sistema não institui políticas específicas que estejam, exclusivamente, direcionadas a estudantes com deficiência. Neste sentido, a inclusão escolar acontece por meio da educação especial, concebida como o conjunto de serviços didático-pedagógicos usados nas escolas para facilitar e apoiar no processo de ensino-aprendizagem de estudantes com deficiência cuja aprendizagem deve acontecer mediante o uso destes serviços. Assim, neste estudo, abordamos a temática da educação especial no contexto da política educacional moçambicana no Ensino Geral com o objetivo de analisar e compreender a relação entre as vivências sociais e o processo de inclusão escolar de estudantes com deficiência no sistema educativo. O que nos motiva a estudar esta temática é o fato de observarmos, ao longo dos anos correntes, o não ingresso de crianças com deficiências em processo de ensino escolar, embora o sistema escolar ofereça serviços de educação especial que visam o apoio à inclusão escolar destas crianças. Para a realização do estudo optamos por conduzir uma pesquisa qualitativa por meio de entrevistas e pesquisa documental. A entrevista foi realizada com dois estudantes com deficiência e suas famílias, e a pesquisa documental deteve-se ao estudo dos mapas estatísticos de estudantes com deficiência, de 2015 a 2020, da Direção Provincial de Educação e Desenvolvimento Humano de Nampula e do Centro de Recursos de Educação Especial – Josina Machel, de 2011 a 2020. Os dados da pesquisa documental revelaram que os estudantes com deficiências se encontram em todos os níveis de ensino, nomeadamente o ensino primário, do primeiro e segundo graus, e o ensino secundário, do primeiro e segundo ciclos, porém a sua distribuição é muito irregular. Na análise, verificamos a existência de uma proporcionalidade inversa, que se observa na relação que se estabelece entre o nível de ensino e as taxas de matrículas ao longo do tempo. Dos resultados da análise sobre as taxas de matrículas na rede educacional e no Centro de Recursos de Educação Inclusiva ficou evidente que, quanto maior for o nível de ensino, menor será a taxa de matrícula de estudantes com deficiência no nível, ou seja, os estudantes com deficiências estão matriculados, sobretudo, no Ensino Primário do Primeiro Grau, e a sua presença no ensino secundário é escassa. Quanto aos dados da entrevista, nos relatos dos participantes, a condição do aluno apresenta-se como condicionante do sucesso escolar e prevalece o entendimento de que os estudantes com deficiências não apresentam nenhuma vantagem escolar para eles mesmos e para os seus pares. Estes resultados, no seu conjunto, significaram para o estudo que o processo de inclusão escolar, a sua efetivação está dependente das características das vivências do cotidiano em que estão inseridos os estudantes com deficiências.
In the context of the Mozambican educational system, school inclusion is established as an integral component of the National Education System, based on the general premises of the right to education, with this, we want to say that the system does not institute specific policies, exclusively directed to students with disabilities, In this sense, school inclusion take place in the schools through special education, understood as the set of didactic-pedagogical services used in schools to facilitate and support in the teaching-learning process of students with disabilities, whose learning must take place through the use of these services. Thus, in this study, we approach the theme of special education in the context of Mozambican educational policy in General Education with the objective of analyzing and understanding the relationship between social experiences and the process of school inclusion of students with disabilities in the educational system. What motivates us to study this theme is the fact that we observe, over the current years, the non-entry of children with disabilities in the process of school education, although the school system offers special education services aimed at supporting the school inclusion of these children. To carry out the study, we chose to conduct a qualitative research through interviews and documentary research. The interview was with two students with disabilities and their families and the documentary research was on the statistical maps of students with disabilities from 2015 to 2020 in the Ministery of Education and Human Development of Nampula sector and the Center for Special Education Resources – Josina Machel, from 2011 to 2020. Data from the documentary research revealed that students with disabilities are in all levels of education, including primary, first and second grade, and secondary education, in the first and second cycles, but their distribution is very irregular. In the analysis, we verified the existence of an inverse proportionality, which is observed in the relationship that is established between the level of education and enrollment rates over time. In the analysis of data on enrolment rates in the educational system and in the Inclusive Education Resource Center, it was evident that When we have the higher the level of education, we have the lower enrolment rate of students with disabilities at the level, which means that the, students with disabilities are enrolled, mainly, in Primary Primary Education of the First Degree, and their presence in secondary education is scarce. As for the interview data, the participants' reports shows the student's condition is a condition of school success and the understanding prevails that students with disabilities do not present any school advantage for themselves and their peers. These results, as a whole, meant for the study that, the process of school inclusion, its effectiveness is dependent on the characteristics of the daily experiences in which students with disabilities are inserted.
In the context of the Mozambican educational system, school inclusion is established as an integral component of the National Education System, based on the general premises of the right to education, with this, we want to say that the system does not institute specific policies, exclusively directed to students with disabilities, In this sense, school inclusion take place in the schools through special education, understood as the set of didactic-pedagogical services used in schools to facilitate and support in the teaching-learning process of students with disabilities, whose learning must take place through the use of these services. Thus, in this study, we approach the theme of special education in the context of Mozambican educational policy in General Education with the objective of analyzing and understanding the relationship between social experiences and the process of school inclusion of students with disabilities in the educational system. What motivates us to study this theme is the fact that we observe, over the current years, the non-entry of children with disabilities in the process of school education, although the school system offers special education services aimed at supporting the school inclusion of these children. To carry out the study, we chose to conduct a qualitative research through interviews and documentary research. The interview was with two students with disabilities and their families and the documentary research was on the statistical maps of students with disabilities from 2015 to 2020 in the Ministery of Education and Human Development of Nampula sector and the Center for Special Education Resources – Josina Machel, from 2011 to 2020. Data from the documentary research revealed that students with disabilities are in all levels of education, including primary, first and second grade, and secondary education, in the first and second cycles, but their distribution is very irregular. In the analysis, we verified the existence of an inverse proportionality, which is observed in the relationship that is established between the level of education and enrollment rates over time. In the analysis of data on enrolment rates in the educational system and in the Inclusive Education Resource Center, it was evident that When we have the higher the level of education, we have the lower enrolment rate of students with disabilities at the level, which means that the, students with disabilities are enrolled, mainly, in Primary Primary Education of the First Degree, and their presence in secondary education is scarce. As for the interview data, the participants' reports shows the student's condition is a condition of school success and the understanding prevails that students with disabilities do not present any school advantage for themselves and their peers. These results, as a whole, meant for the study that, the process of school inclusion, its effectiveness is dependent on the characteristics of the daily experiences in which students with disabilities are inserted.
Descrição
Palavras-chave
Inclusão escolar, Vivências sociais, Estudante com deficiência, Educação especial e sistema educativo moçambicano, School inclusion, Social experiences, Student with disabilities, Special education and mozambican education system
Como citar
ALBERTO, Amisse. Educação especial no sistema educacional moçambicano: as vivências sociais e inclusão escolar de estudantes com deficiência no ensino geral. Universidade Estadual Paulista (Unesp), 2022.