Teach or socialize: dilemmas in the schooling process for target students of special education into high school education system

This article discusses topics regarding to the access, permanence and learning process of contents historically constituted for students branded with a history of segregation. Having as a theoretical reference the dialectical historical materialism, the meaning attributed by families and teachers to the school function in the schooling process of the students target of special education in high school are problematized. To do so, three families of students corresponding to the target segment, attending high school and the teachers involved in their schooling process were interviewed. The data, analyzed from the content analysis (Franco, 2003), tells that when it comes to students with some history of diagnosis of disability or disorder, school becomes a priority place for socialization and integration. It is evident that the absorption of academic contents appears to be in a second layer, so the greater the difficulty of dealing with the student due to innumerable factors, the greater the tendency to limit the function of the school to socialization.