Politicas públicas de educação inclusiva e sua implementação no município de União da Vitória –PR

Abstract

The present research has as main objective to analyze the implementation of the public policies of inclusion in the schools of the municipal public network of União da Vitória. As a problem of the object, it is considered relevant to clarify how public inclusion policies are implemented in the municipality, in order to reveal the distance between what is foreseen in the legislation and the day-to-day application in the schools, since the challenges faced by people with disabilities highlight the importance of expanding discussion on inclusion. The study is justified because of its relevance in clarifying the processes of inclusion / exclusion, in the face of the right to education for all and the questioning of how to make reality the principles that underlie a truly inclusive school. In order to do so, the specific objectives included the study of the historical process and conceptions of care in education for children with disabilities in Brazil, the analysis of legislation on special education in an inclusive perspective, the Special Education Public Policies in an inclusive perspective in the State of Paraná, the management of Special Education in the municipality of União da Vitória and the implementation of Public Policies of inclusion in the municipality. The methodological approach is of a qualitative nature, having as instrument of data collection the semi-structured interview and content analysis. The research process was divided in three stages. The first phase was exploratory, with the production of the research project, theoretical and methodological development. It was guided by the discussions proposed by authors such as Gilberta de Martino Jannuzzi, Maria Teresa Egler Mantoan, Marcos José da Silveira Mazotta, Rosalba Garcia, Rosita Edler Carvalho, Monica de Carvalho Magalhães Kassar, among others. These authors study the historical process of the education of the handicapped in Brazil and concepts about special education, integration and inclusion. In the second phase, we carried out the analysis of the legislation, more specifically the Brazilian public policies of inclusive education from the 90s on, based on theorists such as Eneida Otto Shiroma, Maria Célia M. de Moraes and Olinda Evangelista. The third phase is composed of the delimitation of the field of research, data collection and analysis. For data collection, we have used a semistructured interview, guided by a script applied in three groups of participants. The first group was composed by the coordination of the education secretariat; the second was composed by the pedagogical coordination of the education department and the third by the teachers who work in the network of the municipality. The issues included the themes of inclusive education, the challenges for implementation, structure and accessibility and professional qualification. In the discussion of the results, we sought to identify the conceptions and the effectiveness of the educational policies adopted by the municipality, highlighting the singularity of the AEE offer to coexist with the service in a philanthropic institution. In this context, the challenges identified are innumerable, requiring greater interaction and articulation between the management of education and the teachers of the public school system in the mediation and effectiveness of the process of educational inclusion.