Special education on countryside schools: analysis of a historical silence

Abstract

There is a historical negligence in Brazil regarding the areas of special education and education in the countryside. Official data shows that in the interface between both areas, the denial of the right to education is today's practice. The aim of this research is: to identify schools in São Paulo State countryside where are special education students matriculated; to know these students that frequent countryside schools; to analyze educational access conditions of students with disability that live in the country; to describe and analyze the pedagogical practices developed in countryside schools where there are special education students matriculated. Data will be collected with questionnaire and semi-structured interview. The participants are pedagogical technicals of thirty-seven education secretaries of municipalities that adhered to Programa Escola Ativa [Active School Program]. The results might assist: public policies that guarantee the right to education of special education students in countryside schools; the elaboration of a proposal of continued formation to teachers of countryside schools. (AU)