Inclusão escolar e a atuação dos núcleos de apoio da Secretaria Municipal de Educação de uma cidade da Zona da Mata Mineira

Abstract

This dissertation was developed within the scope of the Professional Master's Program in Education Management and Evaluation (PPGP) at the Center for Public Policies and Education Evaluation of the Federal University of Juiz de Fora (CAEd/UFJF). The case study discusses the theme of inclusive education, seeking to analyze the public educational policies implemented in the municipality of Ubá aimed at serving students in Special Education. To this end, it was necessary to understand the context of the work processes of the two bodies responsible for supporting school inclusion in the municipality: the Psychosocial and Educational Support Center (NUPSE) and the Specialized Educational Assistance Center "Professor Maria Aparecida Condé" (CAEE). This study aimed to address the question: how can NUPSE work synergistically with CAEE to meet the specific demands of Special Education in municipal schools of Ubá, Minas Gerais? The general objective of this study was to analyze the work process of NUPSE and CAEE to understand how the integration of these two entities fosters inclusion. The specific objectives were: i) to describe the role of NUPSE and CAEE, as well as inclusion policies, from a general (macro) context to a specific (micro) context; ii) to analyze the Specialized Educational Assistance (SEA) provided by the Municipal Department of Education of Ubá through the actions of NUPSE and CAEE, and to present fundamental concepts on inclusion and intersectorality, based on the works of authors dedicated to researching this subject; iii) to propose an intervention plan through the production of a work aimed at contributing to collaborative efforts between NUPSE and CAEE in the provision of SEA in the municipality. The theoretical framework of this study encompassed analyses by researchers who address concepts of intersectorality and intrasectorality, inclusive culture, professional development, and a collaborative approach. Among these authors, prominent figures include Luciano Antônio Prates Junqueira, Enicéia Gonçalves Mendes, Márcia Denise Pletsch, Rosana Glat, Vera Lúcia Messias Fialho Capellini, Tony Booth, and Mel Ainscow, whose arguments are grounded in a collaborative perspective. As the main conclusions of this study, the research results highlighted the lack of coordination among the sectors responsible for providing Specialized Educational Assistance (SEA) in the municipality. This lack of integration undermines the effective sharing of information about the students served, resulting in a fragmented service delivery. To overcome this challenge and strengthen intrasectorality in the provision of support, the actions proposed in the Educational Action Plan (EAP) aimed to implement a service that considers the student’s wholeness, integrating proposals aligned with intrasectoral collaboration.