Escolarização de alunos com deficiência física na rede municipal de ensino de Cascavel – PR (1986-2020)

Abstract

This work is justified by the gaps in scientific research regarding the history of physically disabled students' education in the Municipal School system in Cascavel - Paraná. It was elected to analyze the schooling of students in elementary school, from the 1st to the 5th grade, from 1986 to 2020. With the theoretical basis of Historical Cultural Psychology and Historical-Critical Pedagogy, which are based on Historical Materialism -Dialectic, the method of approach that was used, it constitutes quantitative-qualitative research with literature review, document analysis, and interviews, which has made possible the grouping of essential information for the knowledge of the material reality in focus. The public policies developed in Brazil for the legalization of the right of the education of people with disabilities are exposed in the first section. With the comprehension that the school should be for everyone, Historical-Cultural Psychology and Historical-Critical Pedagogy, guiding teaching, learning, and development processes, are defined in the second section. When expressing how the development of the human psyche and the compensation process for students with and without disabilities occurs, Historical-Cultural Psychology exposes, primarily through Vigotski (1997) and Leontiev (1978), the essential elements for human learning and development. The Historical-Critical Pedagogy enables the pedagogical practice to be understood for the scientific knowledge mediation with the purpose of humanization and emancipation (SAVIANI, 2011). In the third section, the collected data are verified and analyzed, which highlight the beginning of the first special classes in Cascavel from 1986: the changes in the schooling of students with physical disabilities over the years, the involvement of the Municipal Education Department, the training courses for teachers, the relationship among health and education in the students' development and schooling, physical therapy as an important element for physical rehabilitation, among others. It is worth mentioning that, in the special class, the service to students with physical disabilities and the conditions of the time were marked by the commitment of the school's professionals, although with the lack of adapted teaching materials, little adequate physical structure, and teachers without specialized training in the area. Over the years, due to school inclusion, some changes have been identified through some achievements such as a pedagogical foundation in an educational theory, acquisition of adapted materials, adequacy of furniture and physical structure of educational institutions, availability of teacher of pedagogical support, creation of multifunctional resource rooms, educational projects and among others, however, some gaps persisted, mainly those related to teacher training, lack of professionals, materials and public investment. In this context, it was analyzed that the precariousness of public education occurs because of the low state investment, of minimal public policies, which are linked to the ideals of the dominant power of society. The schooling of students with physical disabilities continues to be offered in the ordinary school, even though the possibilities of learning happen amid conditions that are not always the most appropriate for teaching and meeting the needs of students. This occurs due to the inequality created by capitalism.