Banca de DEFESA: MARCIA CRISTINA DA CONCEIÇÃO SANTOS OLIVEIRA

SPECIALIZED EDUCATIONAL SERVICE: PEDAGOGICAL ARTICULATION AT THE QUILOMBOLA LAGOA DOS ÍNDIOS STATE SCHOOL, IN THE AMAPAENSE AMAZON UNIVERSITY

Special Education, Specialized Educational Service, Quilombola School Education.

This research was carried out as part of the Postgraduate Program in Inclusive Education - PROFEI at the Federal University of Amapá - UNIFAP, within the research line Special Education from the Perspective of Inclusive Education. The general objective of this study was to analyze the organization and functioning of Specialized Educational Assistance in a Quilombola School in the municipality of Macapá-AP. The specific objectives were: to analyze the school's PPP, taking into account the specific nature of the Quilombola school and the special education public; to analyze the care strategies that the ESA teachers use to contribute to pedagogical accessibility; and to understand, based on the narratives of the regular class and ESA teachers, the pedagogical actions developed. The data collection instrument used was a semi-structured interview and observation of the school context, recorded in a logbook. This was a qualitative study and included 02 ESA teachers and 05 mainstream teachers. The data was processed using the content analysis method, which made it possible to understand the meanings constructed from a set of texts. The research was able to contribute to the Quilombola school community, which is so rich in meanings, but so lacking in a more attentive look at the applicability of public policies. As a result, it highlighted the importance of the Quilombola school taking ownership of its rights, teachers benefiting from ongoing training, a PPP that legitimizes the school's inclusive actions and the preparation of the IEP. The Quilombola school, with its rights barely respected and with a significant cultural legacy, relates to the centuries-old tradition of a people eager for social and cultural development. The research promoted reflections on SEL, and enabled a reconnection with pedagogical practice in quilombola contexts, as well as showing the importance of Special Education as a type of education that seeks to consolidate the rights of public special education students, at the interface with quilombola school education, promoting their emancipation and accessibility in education systems, in different socio-cultural realities, This reality is portrayed in the Educational Product "Guidance Guide for Inclusive Pedagogical Practices for Teachers at the Quilombola School", a didactic material, which was configured as a support product for didactic purposes in the mediation of the teaching and learning processes of public special education students at the Lagoa dos Índios Quilombola School, with the rhythm and color of the quilombo culture.