Estudantes público-alvo da Educação Especial e seus itinerários formativos nas escolas-piloto do novo Ensino Médio de 2022 a 2024 em Boa Vista/Roraima

Abstract

This dissertation investigated the educational pathways of the New Secondary Education (NEM) - with its acronym in Portuguese - and its relation to students who are the target audience of Special Education (PAEE) in six pilot schools of the State Education Network of Roraima, during the 2022–2024 triennium. Qualitative in nature, the research was grounded in the Philosophy of Liberation, the Decolonial Turn, Critical Pedagogy, and Analog Decolonial Pedagogy as ethical-epistemological foundations. Based on the methodological framework of Sampieri, Collado, and Lúcio (2021), a qualitative approach was adopted with a focus on interpretive data analysis and triangulation as a strategy for deepening and validating analytical understanding. The pre-analytical stage, consisting of floating reading and exploratory organization of empirical and documentary data, allowed for the emergence of preliminary categories that supported the critical triangulation based on Enrique Dussel, Ramón Grosfoguel, and Aníbal Quijano. This triangulation led to the analysis of presences and absences in the educational pathways, in light of the logics of exclusion and resistance experienced by PAEE students. Normative documents were triangulated, including the National Common Curricular Base (BNCC), the Roraima Curricular Document for Secondary Education (DCRR/EM), and the Educational Pathways (IF), as well as interviews with pedagogical coordinators, teachers from the Multifunctional Resource Rooms (SRM), and PAEE students, in addition to the theoretical framework. The objective was to analyze the implications of the choice of IFs, in the 2022–2024 triennium, by PAEE students enrolled in the pilot schools of the NSE in Boa Vista/RR. Specifically, the study aimed to: a) understand the composition of the IFs in the six non-full-time pilot schools; b) diagnose, through bibliographic and documentary study and the perceptions of PAEE students and/or their guardians, how their inclusion in the IFs occurred; and c) identify the implications of this choice for the permanence and completion of NEM by said students. The critical triangulation revealed five central categories: (1) colonial school management, marked by technocratic and exclusionary practices; (2) curriculum as an epistemic machine, which renders other forms of knowledge invisible; (3) silenced ontologies, which reject diverse ways of being and learning; (4) participation interdiction, due to symbolic and attitudinal barriers; and (5) school survivals, characterized by fragile permanence and solitary resistance. The results indicate that although supported by the discourse of personalization and inclusion, the NEM still reproduces colonial logics that deepen inequalities and neglect the singularity of PAEE students. It is concluded that for schools to go beyond merely being spaces of adapted permanence and become territories of recognition and transformation, it is necessary to re-fund their ethical, curricular, and political meanings.