A implementação de políticas públicas de inclusão escolar no ensino municipal de Santana do Livramento: integração ou inclusão?

Abstract

This case study analyzed the Inclusive Education Public Policies implemented in the city of Santana do Livramento, which is being offered to students with Special Educational Needs enrolled in the early years of the municipal school system. Inclusive education is a very recent theme and policies that aim at the inclusion of these students have emerged in the last 10 years. A brief timeline was made regarding the specialized educational attendance, history of the pioneering legislations regarding the special education that emerged in the country from the twentieth century until reaching the current legislations. Highlighting the main public policies that must be offered in schools, so that inclusive education really occurs, the National Policy of Special Education in the Inclusive Education Perspective is on the agenda. Policy is published in 2008 and serves as a guide for the implementation of a truly inclusive system, where public policies change the environment to include everyone. For a better analysis of this situation, issues such as the adaptation of the Special Education Policies of the City Secretariat of Education to the requirements of the Basic Education Guidelines and Bases Law were highlighted; the support structure for the implementation of the school inclusion policy of the City Secretariat of Education and the pedagogical aspects of the classrooms present some barrier to the disabled. As for the research classification, it is descriptive, qualitative approach and the applied method was the case study. The analysis is qualitative because it is a case study, this analysis usually presents three steps that are followed in the data analysis: reduction, display and conclusion / verification. After data analysis, it is observed that the city through the Specialized Pedagogical Support Center implemented the main public policies ensured in the legislation in force in urban schools, aiming at goal 4 of the City Education Plan, which refers to Educational Attendance Specialized. Working for inclusion that diverges from the practice of integration, in which students should adapt to the environment in which they were inserted, often leading to exclusion.