INCLUSIVE EDUCATION AND SUPPORT NETWORKS: REFLECTIONS FROM A SCHOOL REALITY

Authors

DOI:

https://doi.org/10.21527/2179-1309.2019.109.25-35

Keywords:

Education;, Health Services;, Disabled Persons.

Abstract

The study seeks to analyze the context in which a public school is inserted, in order to identify strategies for articulation and care for students with disabilities. It is a qualitative study, characterized as a descriptive research. The data collection procedure was done through participant observation in the school environment and in places close to the school and semi-structured interview with the pedagogical coordinator of the school and the manager of the Family Health Strategy (ESF). The school has 1290 students, of whom 53 have a disability. The articulation between the school and the FHT occurs through the Health in the School Program (PSE) and through the referral of the students to attend the health service. As for students with disabilities, the ESF monitors some specific cases, however, the ESF and not even the municipality have a structure to meet all the specifics. Finally, we find that the school has a great demand for students with disabilities and despite the offer of specialized care, it needs complementary support.

Author Biographies

Caroline Andressa Bortoluzzi Zalamena, Universidade Federal do Pampa

Graduanda do Curso de Fisioterapia, bolsista do Programa de Educação Tutorial - Práticas Integradas em Saúde Coletiva da Universidade Federal do Pampa. 

Rodrigo de Souza Balk, Universidade Federal do Pampa

Doutorado em Ciências Biológicas (Bioquímica Toxicológica) pela Universidade Federal de Santa Maria, Brasil, Professor da Universidade Federal do Pampa , Brasil. 

Downloads

Published

2019-08-30

How to Cite

Motta da Costa e Silva, T., Bortoluzzi Zalamena, C. A., & de Souza Balk, R. (2019). INCLUSIVE EDUCATION AND SUPPORT NETWORKS: REFLECTIONS FROM A SCHOOL REALITY. Revista Contexto & Educação, 34(109), 25–35. https://doi.org/10.21527/2179-1309.2019.109.25-35

Issue

Vol. 34 No. 109 (2019): Desafios e Proposições para a Formação Docente

Section

Educação, ambiente e saúde

License

By publishing in Revista Contexto & Educação, authors agree to the following terms:

All works are published under the Creative Commons Attribution 4.0 International License (CC BY 4.0), which allows:

Sharing — to copy and redistribute the material in any medium or format;

Adaptation — to remix, transform, and build upon the material for any purpose, even commercially.

These permissions are irrevocable, provided that the following terms are respected:

Attribution — authors must be properly credited, a link to the license must be provided, and any changes made must be indicated.

No additional restrictions — no legal or technological measures may be applied that legally restrict others from doing anything the license permits.

Notices:

The license does not apply to elements that are in the public domain or covered by legal exceptions.

The license does not grant all necessary rights for specific uses (e.g., image rights, privacy, or moral rights).

The journal is not responsible for the opinions expressed in the articles, which are the sole responsibility of the authors. The Editor, with the support of the Editorial Board, reserves the right to suggest or request modifications when necessary.

Only original scientific articles presenting research results of interest that have not been previously published or simultaneously submitted to another journal with the same purpose will be accepted.

Mentions of trademarks or specific products are intended solely for identification purposes and do not imply any promotional relationship by the authors or the journal.

License Agreement (for articles published from October 2025): Authors retain the copyright to their article and grant Revista Contexto & Educação the right of first publication.