A Educação do Campo na interface com a Educação Especial em nível básico e superior no município de Dourados - MS

ABSTRACT. We seek to make an interdisciplinary reflection relating two major areas of educational sciences: Countryside Education and Special Education. We analyze the progress of this process of inclusion for people with disabilities, with the main focus of analysis being both basic and higher education. As a spatial cut, the research was developed in the municipality of Dourados in the state of Mato Grosso do Sul (MS). The methodology used was bibliographic research in books, journal articles, theses and dissertations about Special Education and Countryside Education. In the documentary section, we analyzed the Brazilian Law for the Inclusion of Persons with Disabilities (Statute for Persons with Disabilities), the Operations Manual of the National Education Program on Agrarian Reform (PRONERA), the Support Program for Bachelor's Degrees in Countryside Education (PROCAMPO), resolutions and decrees of the State Secretariat of Education (SED), the Political-Pedagogical Project of the researched schools and the Curricular Pedagogical Project (PPC) of the Degree Course in Countr Education (LEDUC), Indigenous Intercultural Faculty (FAIND), of the Federal University of Grande Dourados (UFGD), Dourados - MS. The higher education course was chosen in order to debate the perspectives and questions that are linked in the training of teachers to teach in the Schools of the Countryside. In Basic Education, we chose three State Rural Schools in the municipality of Dourados - MS and made an analysis of the data provided on the QEdu platform (2020) - digital platform that provides official data from schools in Brazil -, especially with regard to accessibility to infrastructure and equipment Information and Communication Technologies (TICs) in these schools. Therefore, this research aimed to answer how the formation of rural educators is being constituted in the perspective of inclusion and, concomitantly, how the barriers to the right to access infrastructures and the use of TICs for people with disabilities are being overcome in the State Countryside Schools of the State in Dourados - MS.ABSTRACT. We seek to make an interdisciplinary reflection relating two major areas of educational sciences: Countryside Education and Special Education. We analyze the progress of this process of inclusion for people with disabilities, with the main focus of analysis being both basic and higher education. As a spatial cut, the research was developed in the municipality of Dourados in the state of Mato Grosso do Sul (MS). The methodology used was bibliographic research in books, journal articles, theses and dissertations about Special Education and Countryside Education. In the documentary section, we analyzed the Brazilian Law for the Inclusion of Persons with Disabilities (Statute for Persons with Disabilities), the Operations Manual of the National Education Program on Agrarian Reform (PRONERA), the Support Program for Bachelor's Degrees in Countryside Education (PROCAMPO), resolutions and decrees of the State Secretariat of Education (SED), the Political-Pedagogical Project of the researched schools and the Curricular Pedagogical Project (PPC) of the Degree Course in Countr Education (LEDUC), Indigenous Intercultural Faculty (FAIND), of the Federal University of Grande Dourados (UFGD), Dourados - MS. The higher education course was chosen in order to debate the perspectives and questions that are linked in the training of teachers to teach in the Schools of the Countryside. In Basic Education, we chose three State Rural Schools in the municipality of Dourados - MS and made an analysis of the data provided on the QEdu platform (2020) - digital platform that provides official data from schools in Brazil -, especially with regard to accessibility to infrastructure and equipment Information and Communication Technologies (TICs) in these schools. Therefore, this research aimed to answer how the formation of rural educators is being constituted in the perspective of inclusion and, concomitantly, how the barriers to the right to access infrastructures and the use of TICs for people with disabilities are being overcome in the State Countryside Schools of the State in Dourados - MS.RESUMEN. Buscamos hacer una reflexión interdisciplinaria que relacione dos áreas principales de las ciencias de la educación: Educación del Campo y Educación Especial. Analizamos el progreso de este proceso de inclusión para personas con discapacidad, con un enfoque en el análisis, tanto de educación básica como superior. Como corte espacial, la investigación se desarrolló en el municipio de Dourados en el estado de Mato Grosso do Sul (MS). La metodología utilizada fue la investigación bibliográfica en libros, artículos de revistas, tesis y disertaciones sobre Educación del Campo y Educación Especial. En la sección documental, analizamos la Ley Brasileña para la Inclusión de Personas con Discapacidad (Estatuto para Personas con Discapacidad), el Manual de Operaciones del Programa Nacional de Educación sobre Reforma Agraria (PRONERA), el Programa de Apoyo a Grados en Educación del Campo (PROCAMPO), resoluciones y decretos de la Secretaría de Estado de Educación (SED), el Proyecto Político-Pedagógico de las escuelas investigadas y el Proyecto Curricular Pedagógico (PPC) del Grado en Educación del Campo (LEDUC), Facultad Intercultural Indígena (FAIND), de la Universidad Federal de Grande Dourados (UFGD), Dourados - MS. El curso de educación superior fue elegido para debatir las perspectivas y preguntas que están vinculadas en la formación de maestros para enseñar en las Escuelas del Campo. En Educación Básica, elegimos tres Escuelas Estaduales del Campo del municipio de Dourados - MS e hicimos un análisis de los datos proporcionados en la plataforma QEdu (2020) - plataforma digital que proporciona datos oficiales de las escuelas en Brasil -, especialmente con respecto a la accesibilidad a infraestructura y equipos de Tecnologías de la Información y la Comunicación (TICs). Por lo tanto, esta investigación tuvo como objetivo responder cómo se está ocurriendo la formación de educadores del campo en la perspectiva de la inclusión y, de manera concomitante, cómo se están superando las barreras al derecho de acceso a las infraestructuras y el uso de las TICs para las personas con discapacidad en las Escuelas Estatales del Campo en Dourados - MS.ABSTRACT. We seek to make an interdisciplinary reflection relating two major areas of educational sciences: Countryside Education and Special Education. We analyze the progress of this process of inclusion for people with disabilities, with the main focus of analysis being both basic and higher education. As a spatial cut, the research was developed in the municipality of Dourados in the state of Mato Grosso do Sul (MS). The methodology used was bibliographic research in books, journal articles, theses and dissertations about Special Education and Countryside Education. In the documentary section, we analyzed the Brazilian Law for the Inclusion of Persons with Disabilities (Statute for Persons with Disabilities), the Operations Manual of the National Education Program on Agrarian Reform (PRONERA), the Support Program for Bachelor's Degrees in Countryside Education (PROCAMPO), resolutions and decrees of the State Secretariat of Education (SED), the Political-Pedagogical Project of the researched schools and the Curricular Pedagogical Project (PPC) of the Degree Course in Countr Education (LEDUC), Indigenous Intercultural Faculty (FAIND), of the Federal University of Grande Dourados (UFGD), Dourados - MS. The higher education course was chosen in order to debate the perspectives and questions that are linked in the training of teachers to teach in the Schools of the Countryside. In Basic Education, we chose three State Rural Schools in the municipality of Dourados - MS and made an analysis of the data provided on the QEdu platform (2020) - digital platform that provides official data from schools in Brazil -, especially with regard to accessibility to infrastructure and equipment Information and Communication Technologies (TICs) in these schools. Therefore, this research aimed to answer how the formation of rural educators is being constituted in the perspective of inclusion and, concomitantly, how the barriers to the right to access infrastructures and the use of TICs for people with disabilities are being overcome in the State Countryside Schools of the State in Dourados - MS.Buscamos fazer uma reflexão interdisciplinar relacionando duas grandes áreas das ciências da educação: a Educação do Campo e a Educação Especial. Analisamos o caminhar desse processo da inclusão para pessoas com deficiência tendo como recorte de análise, tanto a educação em nível básico quanto superior. Como recorte espacial, a pesquisa se desenvolveu no município de Dourados no estado de Mato Grosso do Sul (MS). A metodologia utilizada foi a pesquisa bibliográfica em livros, artigos de periódicos, teses e dissertações a respeito da Educação Especial e da Educação do Campo. Na parte documental, analisamos a Lei Brasileira de Inclusão da Pessoa com Deficiência (Estatuto da Pessoa com Deficiência), o Manual de Operações do Programa Nacional de Educação na Reforma Agrária (PRONERA), o Programa de Apoio às Licenciaturas em Educação do Campo (PROCAMPO), resoluções e decretos da Secretaria Estadual de Educação (SED), o Projeto Político-Pedagógico das escolas pesquisadas e o Projeto Pedagógico Curricular (PPC) do Curso de Licenciatura em Educação do Campo (LEDUC), Faculdade Intercultural Indígena (FAIND), da Universidade Federal da Grande Dourados (UFGD), Dourados – MS. O curso de ensino superior foi escolhido a fim de debatermos as perspectivas e questionamentos que se vinculam na formação de professores para lecionarem nas Escolas do Campo. Na Educação Básica escolhemos três Escolas Estaduais do Campo no município de Dourados - MS e fizemos uma análise dos dados fornecidos na plataforma QEdu (2020) - plataforma digital que disponibiliza dados oficiais das escolas no Brasil -, sobretudo, com relação ao acesso de matrículas pelas pessoas com deficiência e a acessibilidade às infraestruturas e equipamentos de Tecnologias de Informação e Comunicação (TICs). Sendo assim, essa pesquisa pretendeu responder como está se constituindo a formação de educadores do campo na perspectiva da inclusão e, concomitantemente, como está ocorrendo superação das barreiras do direito a acessibilidade de infraestruturas e de uso das TICs para pessoas com deficiência nas Escolas Estaduais do Campo em Dourados – MS. Palavras-chave: Formação de Educadores do Campo, Inclusão Escolar, Escola do Campo, Acessibilidade.   Countryside Education in the interface with Special Education at basic and superior levels in the municipality of Dourados - MS ABSTRACT. We seek to make an interdisciplinary reflection relating two major areas of educational sciences: Countryside Education and Special Education. We analyze the progress of this process of inclusion for people with disabilities, with the main focus of analysis being both basic and higher education. As a spatial cut, the research was developed in the municipality of Dourados in the state of Mato Grosso do Sul (MS). The methodology used was bibliographic research in books, journal articles, theses and dissertations about Special Education and Countryside Education. In the documentary section, we analyzed the Brazilian Law for the Inclusion of Persons with Disabilities (Statute for Persons with Disabilities), the Operations Manual of the National Education Program on Agrarian Reform (PRONERA), the Support Program for Bachelor's Degrees in Countryside Education (PROCAMPO), resolutions and decrees of the State Secretariat of Education (SED), the Political-Pedagogical Project of the researched schools and the Curricular Pedagogical Project (PPC) of the Degree Course in Countr Education (LEDUC), Indigenous Intercultural Faculty (FAIND), of the Federal University of Grande Dourados (UFGD), Dourados - MS. The higher education course was chosen in order to debate the perspectives and questions that are linked in the training of teachers to teach in the Schools of the Countryside. In Basic Education, we chose three State Rural Schools in the municipality of Dourados - MS and made an analysis of the data provided on the QEdu platform (2020) - digital platform that provides official data from schools in Brazil -, especially with regard to accessibility to infrastructure and equipment Information and Communication Technologies (TICs) in these schools. Therefore, this research aimed to answer how the formation of rural educators is being constituted in the perspective of inclusion and, concomitantly, how the barriers to the right to access infrastructures and the use of TICs for people with disabilities are being overcome in the State Countryside Schools of the State in Dourados - MS. Keywords: Formation of Countryside Educators, School Inclusion, Countryside School, Accessibility.   Educación de Campo en la interfaz con la Educación Especial a nivel básico y superior en el municipio de Dourados - MS RESUMEN. Buscamos hacer una reflexión interdisciplinaria que relacione dos áreas principales de las ciencias de la educación: Educación del Campo y Educación Especial. Analizamos el progreso de este proceso de inclusión para personas con discapacidad, con un enfoque en el análisis, tanto de educación básica como superior. Como corte espacial, la investigación se desarrolló en el municipio de Dourados en el estado de Mato Grosso do Sul (MS). La metodología utilizada fue la investigación bibliográfica en libros, artículos de revistas, tesis y disertaciones sobre Educación del Campo y Educación Especial. En la sección documental, analizamos la Ley Brasileña para la Inclusión de Personas con Discapacidad (Estatuto para Personas con Discapacidad), el Manual de Operaciones del Programa Nacional de Educación sobre Reforma Agraria (PRONERA), el Programa de Apoyo a Grados en Educación del Campo (PROCAMPO), resoluciones y decretos de la Secretaría de Estado de Educación (SED), el Proyecto Político-Pedagógico de las escuelas investigadas y el Proyecto Curricular Pedagógico (PPC) del Grado en Educación del Campo (LEDUC), Facultad Intercultural Indígena (FAIND), de la Universidad Federal de Grande Dourados (UFGD), Dourados - MS. El curso de educación superior fue elegido para debatir las perspectivas y preguntas que están vinculadas en la formación de maestros para enseñar en las Escuelas del Campo. En Educación Básica, elegimos tres Escuelas Estaduales del Campo del municipio de Dourados - MS e hicimos un análisis de los datos proporcionados en la plataforma QEdu (2020) - plataforma digital que proporciona datos oficiales de las escuelas en Brasil -, especialmente con respecto a la accesibilidad a infraestructura y equipos de Tecnologías de la Información y la Comunicación (TICs). Por lo tanto, esta investigación tuvo como objetivo responder cómo se está ocurriendo la formación de educadores del campo en la perspectiva de la inclusión y, de manera concomitante, cómo se están superando las barreras al derecho de acceso a las infraestructuras y el uso de las TICs para las personas con discapacidad en las Escuelas Estatales del Campo en Dourados - MS. Palabras clave: Formación de Educadores del Campo, Inclusión Escolar, Escuela del Campo, Accesibilidad