Deficiência, políticas públicas e questões étnico-raciais: tecendo a educação especial na perspectiva inclusiva em uma comunidade quilombola

Abstract

We see inequalities in the field of people with disabilities and this becomes more evident when we are dealing with people who are descendants of quilombola communities, since even with inclusion laws and financial resources to adapt barriers, we still perceive a gap in the fight for inclusion, accessibility and appreciation of ethno-racial culture. In the field of education, the major problem is the teacher's view of this student who, in addition to seeking ways to access learning, needs to guide thoughts from his/her ancestry. That said, no change can happen if the teacher does not rebuild his/her way of teaching, establishing teaching plans that allow his/her students to evolve. Thus, our main objective is to analyze special education policies from an inclusive perspective, aimed at students with intellectual disabilities in a quilombola school. In view of this objective, we wish to promote a debate to encourage reflections that inclusion should not be carried out only in an integrative way. Therefore, our research established the need for five chapters, divided between understanding the trajectory of the African diaspora and where the strength and resistance of black culture comes from, and the paths suffered by people with disabilities and Afro-Brazilians to achieve the achievements acquired in the form of laws that promote rights and minimize stigmas in our society. We used qualitative research and as a methodological instrument, we used semi-structured interviews, bibliographical survey and documentary analysis. The research setting was a quilombola school. Five teachers and three students with intellectual disabilities participated in this research. The results indicated that the lack of responsibility of the public authorities in carrying out training on the topic addressed, the lack of strategic planning together with school spheres and the lack of anti-racist dialogues are factors that do not contribute to the emancipation of students. Therefore, we conclude that the promotion of initiatives aimed at the target audience of the research is insufficient and that more co-participation and resources are needed for the professionals involved, in addition to partnerships in sectors that contribute to the independence and socio-historical appreciation of students.