EDUCATION FROM AN INCLUSIVE PERSPECTIVE AND THE IMPORTANCE OF INVESTMENT IN TECHNOLOGY: THE REALITY OF THE JOSÉ BONIFÁCIO STATE QUILOMBOLA SCHOOL, IN MACAPA-AP
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Abstract: The increase in enrollment of students with disabilities in schools in remaining quilombos has raised greater concerns about school inclusion, given the precariousness of teacher training and the lack of technological resources. Inclusive education came to welcome, integrate and generate equal opportunities for people with disabilities to fully exercise their rights. The aim is to debate school inclusion in quilombos with a view to making greater investments in technologies, exemplifying through data on how teachers at the José Bonifácio State Quilombola School, in Cria-ú, a quilombola territory close to Macapá-AP, faced reality. Thus, the question is: how can investment in technology provide greater school inclusion in schools in quilombo remnants, in order to promote quality schooling and autonomy as opposed to the marginalization of black people? The bibliographic methodology was applied, with a qualitative focus. It is concluded that the research made a significant contribution, exposing precariousness and needs in quilombola schools, pointing out available examples of technological resources as potential transformers of the school environment into a more inclusive.
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