Sirlane Vicente de Sousa Silveira

REFERENCE: SILVEIRA, Sirlane Vicente de Sousa. DAS POLÍTICAS DE INCLUSÃO ESCOLAR AOS PROJETOS POLÍTICOS PEDAGÓGICOS DA REDE COMUM PÚBLICA DE ENSINO DE JATAÍ/GO. 2017. 1-164 f. Dissertação (Mestrado em Educação) - Universidade Federal de Goiás, 2017.

ABSTRACT:

The 1990s represent a breakthrough in Brazil towards an Inclusive Education. Our country reaffirms the right of persons with disabilities to access common education through inclusive principles contained in laws and declarations, which Brazil has instituted or is a signatory to. Given the legal determinations, this research aims to analyze school plans, in order to understand what changes and what does not change in relation to policies of Special Education (EE) from the perspective of Inclusive Education (EI), from PPP, for people with disabilities, in public schools of common education in Jataí-GO city, considering the theoretical-philosophical, historical and political determinants. In an attempt to investigate how schools are organizing with respect to the legally established precepts, we have analyzed the international documents: Jomtien's World Declaration of Education for All (1990), Salamanca Declaration, Salamanca/Spain (1994) and the Convention on the Rights of Persons with Disabilities, adopted in New York on 30 March 2007; national documents - Law N. 9,394/96, which established the Education Guidelines and Bases Law (LDB); Resolution CNE/CEB 2/2001, which establishes the National Guidelines for Special Education in Basic Education; National Policy Document for Special Education in the Inclusive Education Perspective (BRASIL, 2008); National Education Plan (PNE) 2014/2024; state documents - State Program for Diversity in an Inclusive Perspective in the State of Goiás; EEC Resolution n.7 December 2006 and State Education Plan 2008/2017 and at the municipal level the Municipal Education Plan (PME) 2015/2025 and the Political-Pedagogical Projects of schools in 2015. It was possible to understand, by through the research carried out, public policies for educational inclusion, even though they present contradictions and dichotomies, already bring as definitive the right of everyone to be in the common school; However, they still have specific aspects that deserve reflection, such as: the conception of disability present in these documents; the pedagogical theory that supports them and the importance given to teacher education. Regarding the Pedagogical Political Projects, their information was examined according to analytical categories, namely: conceptions, fundamentals, structural and functioning issues and pedagogical action. The results of the research carried out in the PPPs of 60% of Jataí public municipal schools show that, at the documentary level, school inclusion in Jataí municipal school units is not yet a reality, because in the documents, all schools say they are inclusive, however, there are hardly any reflections, orientations and adaptations in their records for this purpose to happen. It can be seen in their proposals that there is a gap between what is defended in legislation and what is effectively practiced in the daily life of schools, according to the analysis of the Political-Pedagogical Projects. However, although it is still a long way between what is foreseen by the legislation and the materialization of inclusion in schools in Jataí municipality, we can see advances and some specific actions in the search for this school for all.

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