Público-Alvo da Educação Especial: inclusão e permanência em Colégios de Aplicação do Brasil

Abstract

The Colégios de Aplicação –CAps, institutions linked to Brazilian Federal Universities, were created with the objective of providing experimentation and pedagogical innovation. This article brings partial results of an ongoing research started in 2018, which consists on the systematization of processes of entry and stay in university for students with disabilities in CAps. This qualitative study adopts documental analysis with a temporal outline that spans from 2006 to 2019. The theoretical framework dialogues with Flick (2009); Glat (2007); Forest and Pearpoint (1997), among others. The article is structured in three sections: the first one talks about the methodological design, showing a brief panorama of the investigation field; the second is about thepreliminary results, focalizing the academic production developed by CAps teachers, with mapping of the main themes found and the data relating to the reservation of vacancies for students with deficiencies. The third section brings indicative considerations that contemplate the tensions and challenges identified in the process. The preliminary results reveal that the scholar inclusion of people with deficiencies in schools is a process under construction. Under this point of view, the adoption of measures and practices that incentivize the production and academic research in the area, which strengthens quality education for all, is still a challenge.