A inclusão dos estudantes da educação especial em uma escola pública de Minas Gerais: um estudo de caso sobre planejamento escolar

Abstract

This dissertation is developed within the scope of the Professional Master's Degree in Education Management and Evaluation (PPGP) of the Center for Public Policies and Evaluation of Education of the Federal University of Juiz de Fora (CAEd/UFJF). Central to the research in question, the contribution of teachers to the inclusion of Special Education (EE) students is placed, identifying and analyzing possibilities and challenges within the scope of collaborative planning experiences of inclusive classes in a public institution. For this, the following research question was constituted: what are the impacts of school planning experiences for the inclusion of EE students in the Integração school? Thus, the general objective was defined: to point out how the legal prescriptions about inclusive school planning for EE students defined by public policies for EE students are understood and implemented by the Integração school. In relation to the specific objectives, the following were established: I) To characterize the context in which the experiences of inclusion of EE students in the analyzed school are manifested; II) To analyze if and how the different educational subjects - support teacher, regent teacher, specialists and managers deal with the challenges of inclusive education in the context of planning; III) To propose an action plan based on the evidence of the management case, with a view to promoting the guarantee of the rights of EE students. The research methodology is qualitative and in its first phase documentary surveys and contributions to national and state legislation were used, as well as internal elements of the school itself such as the Pedagogical Political Project (PPP) and the Individual Development Plans (PDI) of Special Education students. In a second moment, we applied a questionnaire to 45 professionals from the school. The questionnaire was structured in thematic blocks containing assertions that deal respectively with the professional profile of the participants, the appropriation of the public policy of inclusion and school planning and knowledge about filling out the PDI. When analyzing the content obtained with the application of the questionnaire, we allocated the assertions among the categories: discussions/debates and reflections on policies and legislation within the scope of collaborative planning for educational inclusion; use/practices within the scope of collaborative planning of inclusive classes. From these elements, a study on school planning is proposed in the context of the appropriation of the public policy of educational inclusion. Such reflection is based on the analysis of international and national legal provisions and on theoretical assumptions, which support the argumentation throughout the text. By identifying the existence of a context in which the teachers of the rural school, although they know the importance of the documents that guide the inclusion policy, are unaware of their structure and, therefore, do not use them in their daily practices, we elaborate an action plan articulated in axes that are placed on the proposition of strategic interventions that provide the school community with a better understanding of the educational inclusion policy, as well as the development of a collaborative culture in the context of the construction of inclusive school planning.