Escolarização de estudantes de origem boliviana público da Educação Especial em Corumbá-MS: a perspectiva das famílias

Abstract

This study is linked to the research line Policies, Institutional Practices, and Social Exclusion/Inclusion of the Master's Program in Education at the Federal University of Mato Grosso do Sul, Pantanal Campus (UFMS/CPAN), and to the Special Education and Inclusion Research Group (GEEIN/UFMS). The objective of this research is to analyze the schooling process of Bolivian-origin students in Special Education in Corumbá, Mato Grosso do Sul (MS), from the perspective of their families. The specific objectives are: (a) to map recent studies on the perspectives of families of Special Education students regarding school inclusion; (b) to catalog recent research on the schooling of Bolivian students in Brazilian schools; and (c) to examine the perspectives of participating families on choosing a Brazilian school, life changes in pursuit of education, social benefits, intersectoral services that assist in the schooling process, and the family-school relationship. This is a qualitative study, which included a literature review to understand previous research on the topic, as well as semi-structured interviews with family members of students from a municipal school in Corumbá-MS. Data collection involved 10 interviews, including one with a sibling, six with mothers, and three with fathers of Special Education students. The studies raised in the literature review highlighted the presence of immigrant students in schools in Corumbá and also emphasized that educational institutions face difficulties in developing strategies that promote greater interaction and engagement with students' families. The data analysis indicates that families believe Brazilian schools have qualified professionals to meet their children's needs. Consequently, they adjust their lives to enroll and maintain their children’s attendance in schools and in the various necessary intersectoral services. Interviewees also reported using social benefits and highlighted their contributions to their children’s schooling process. Regarding the relationship with schools, the responses indicate that it primarily occurs through social media, due to communication challenges arising from different languages. This highlights the need for training and courses for both teachers and families (in Portuguese, Brazilian Sign Language, and Spanish, for example) to promote greater inclusion in schools for students and their families. We hope that this research can contribute to teachers and school administrators, so that they can have a more attentive approach to families, promoting a humanized education that takes into account differences and diversity.