Política educacional de Inclusão no contexto escolar: estudos de casos no município de Presidente Prudente/SP

Abstract

The Inclusion movement, in addition to being an extremely important human and social posture, which implies a new look at differences and the full acceptance of people with disabilities by and in society, brings as one of the pillars the legislation and , as an immediate and indispensable repercussion, its applications in the real world; in this perspective, from the point of view of the national legislation, referring to the theme, it is necessarily necessary by the Statute of the Person with Disabilities - Law nº 13.146, of July 2015 (Brazilian Inclusion Law - LBI), with entry into force on January 1 2016 and the entire Educational Inclusion Policy. From this context, proceeding to an analysis as to the effectiveness of the legal provisions related to the theme seems to us of great value, since it portrays the social utility of the law. In this sense, this research, inserted in the Postgraduate Program in Education of the University of Oeste Paulista (Unoeste) in Line of Research 01: Public Policies in Education, training processes and diversity, has as main objective to analyze the effectiveness of the forecasts listed in the Statute of the Person with Disabilities, according to the right to education axis - Chapter IV, in the context of municipal schools in Presidente Prudente / SP. The research has a qualitative approach, composed of three studies. The first study is a bibliographic review regarding the national scientific production on the theme Educational Inclusion Policies. The review was carried out adopting a time frame from the period 2007 to 2019 and assigning certain parameters in order to establish a common classification, and revealed a greater concern in the development of research with a qualitative approach, focused on elementary education and institutions located in the southeastern region of the country, with the object of study being the teacher's relationship to inclusion, however it was not observed the development of a study that confronted the effective compliance with the legal provisions provided for in the legal diploma of inclusion, after 3 years of entry into duration of the same. The second study is documentary, permeated by an analysis of the legal framework related to the theme. The analyzed documents covered the legislation at the international level, of which Brazil appears as a signatory, and at the national level, considering the legislative framework in the broad sense, that is, since the Federal Constitution, Complementary Laws, Ordinary, Decrees, Decrees, Resolutions and Guidelines as well as National Policies and Programs, at the national, state and municipal levels and as a result, the existence of a vast scientific production on the theme object of the research with conceptual content, legal basis and pedagogical analysis, however without yet finding out how much an analysis of the effectiveness of the legal provisions contained in art. 28 of the Brazilian Inclusion Law. The third study is of the case study type, aiming at verifying, in a concrete way, how the legal provisions proposed by the LBI have been given effectiveness, or not, with respect to the education axis, in two school contexts of a school secretary. municipal education. In this study, the data were obtained through Focus Groups applied separately in each of the schools, with teachers from the regular classrooms as participants. As a result, it was observed that many propositions set out in Article 28 of the LBI, object of the present research have been effectively fulfilled, with a small portion of the legal provisions requiring greater dedication. The correlation between the data collected and the legal proposal leads to an analysis as to the effectiveness of the legal provisions, in order to confirm the appropriation of the rights provided for by the legislation with respect to Chapter IV of the Statute of the Person with Disabilities, as well as which didactic-pedagogical and management actions have been taken to ensure this effectiveness.The results obtained from the three studies reveal the existence of a greater concentration of research that adopts high school teachers as subjects, and the municipal network object of study, Presidente Prudente, meets with a complex inclusive educational policy, corresponding in a quite positive to the legislator's intentions with regard to the effective inclusion of the legal provisions provided for by the LBI in the chapter on the Right to Education.