Experiências e discursos educativos em torno de jovens com necessidades educativas especiais: contributos de um estudo de caso etnográfico no Norte de Portugal.

Abstract

Introduction: In Portugal, aiming at an Inclusive School, which does not reproduce social inequalities, but plural spaces, of citizenship and of democratic and solidary experience, the Specialized Support Units for students with Multiple Disabilities and Congenital Deafblindness (UAEM) emerged, through DL 3/ 2008 from 7 January. The education of children/young people with multiple disabilities (MD) and special educational needs (SEN) and specific health needs (NSE), based on a UAEM, constitutes a unique issue, generating discussions and controversies. The realization that the UAEM could be functioning as spaces of segregation of students with MD, compared to their peers, determined a readjustment and reinforcement of the model of inclusive education. DL 54/2018 and DL 55/2018 of July 6 appear, which establish the "Legal Regime for School Inclusion" based on the learning model of universal and multilevel design and, within the scope of curricular autonomy and flexibility, it was established the profile of students leaving compulsory education (PA) and determining the reconfiguration of UAEM into Learning Support Centers (CAA). Objectives: To know the structure and functioning of a UAEM, in the unique moment of its reconfiguration into CAA, located in a basic school of the 2nd/3nd cycle, in an interior region of the North of Portugal, in order to understand its role in promoting equality of opportunities of children/young people with MD, in terms of their education, participation, socialization, autonomy, inclusion and transition too life after compulsory schooling, highlighting the opinion, and meaning of the action of social actors. Methodology: An exploratory case study which, in view of the objectives, opted for ethnography as the main source of data complemented with those obtained through document analysis and semi-structured interviews. Data analysis was thematic, taking into account the theorized, objectives and emerging topics of the investigation. Conclusions: Inclusive education and School for All is a dynamic and interactive process between different levels of power and actors. We found a gap between discourses and practices on inclusion, due to the persistence of constraints. The "Family Effect/ Student with Multiple Disabilities" and "Territory Effect" emerge. Despite the constraints and threats, there also strengths and opportunities in pursuing inclusion.