Inclusão escolar em Juiz de Fora – MG: a implantação do profissional de apoio nas escolas municipais da cidade alta (Uma análise documental após a edição da Lei 13.146/2015)

Abstract

This research sought to investigate the implementation of the support professional in schools in the upper city of the city of Juiz de Fora, after the enactment of Law 13,146 / 15. To this end, an analysis of the Political Pedagogical Projects (PPP) was carried out with the objective of verifying whether these documents reflect the social purposes of the right to inclusive education of People with Disabilities (PwD). Using the concept of an emancipatory right by Boaventura de Sousa Santos and a liberating education by Paulo Freire, the empirical-qualitative research method was carried out on the notes of the figure of the support professional. The role of liberating education practiced by the support teacher is based on legal guidelines for pedagogical development, for the autonomy of PwD and their preparation for citizenship under equal conditions in society. This discussion is relevant, since the teacher is the transforming agent of the problematizing pedagogical methodology, ideal for the global development of students with disabilities, which will portray the social effectiveness of laws and their emancipatory character. The growing number of special education enrollments in the regular school system and the imprecision in the definition of the support professional and his / her functions, demonstrate the urgency of research in the area, for the improvement of school inclusion and the emancipation of PwD. It is complemented that, although the municipality's attempt to backtrack when trying to substitute support teachers for assistants, using the legislative gap, the law, driven by civil society manifestations, proved to be adequate while fulfilling social effectiveness. It could be concluded that school documents are devoid of important guiding notes on special education and its local demands, which could adequately guide the daily practice of inclusive education. From these analyzes, it appears that schools need to develop their PPP based on the constitutional principles that govern teaching, but mainly to improve these projects in the light of special legislation and its constant changes.