Interfaces da educação de jovens e adultos e educação especial : o direito em análise

• Ano de defesa: 2016
• Autor(a) principal: Botti, Flavya Herzog Adamkosky
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Espírito Santo; BR; Mestrado em Educação; Centro de Educação; UFES; Programa de Pós-Graduação em Educação
• Palavras-chave em Português: Youth and Adults Education; Right to Education; Special Education; Educação de Jovens e Adultos; Direito à educação; Educação de adultos; Educação especial; Educação; 37
• Link de acesso: http://repositorio.ufes.br/handle/10/8569

The study aims to analize how the interfaces of Youth and Adults Education (EJA) and Special Education (EE) are set in schools of the state education network of Colatina-ES in relation to the realization of education rights. We take as basic reference to the discussion the education constitutional norms as a social right, the theoretical formulations in the field of educational politcs to the models of education to youth and adults and special education starting from the concept of education as a fundamental human right and learning throughout life. This is a qualitative research, using as strategy the case study realized through documental analyses, participant observation, field diary, surveys and data collection in the Brazilian Institute of Geography and Statistics (IBGE). Considering the data of the city's disabled total population, the number of registrations of target students in EE and EJA is negligible, it's observed that the students are not enrolled in the state network basic schools, but are in the Youth and Adults State Education Center (CEEJA). Surprisingly, the research process reveals that the interfaces of EE and EJA are being produced by the subjects leaderships and not by the implemented politics, therefore, the subjects with different experiences and knowledge are responsible for reversing the EJA supply perspective in CEEJA. Analyzing the documentation of the State Education Department of ES it has been determined that there are gaps in the definition of educational public policts to the subjects, what leads to confirmation that the recognition of EE and EJA formats as a right hasn't yet been materialized as a true realization in the brazilian political education context.