Inclusão escolar: a implementação da política de educação inclusiva no contexto de uma escola pública

Abstract

This dissertation intends , based on the analysis of public policies on inclusive education , implemented in the state of Minas Gerais, to identify what are the pedagogical practices of school inclusion developed by the teachers of You start Years of State School "Cecilia Meireles." This school is considered a reference for inclusion, so we aim to understand what are the contributions of school management that support the actions of these teachers in order to guarantee the right to learning and the continuity of the school career of pupils special educational needs in regular schools. The year 1994 was a milestone for school inclusion, with the publication of the Salamanca Statement on Principles, Policies and Practices on Education for special educational needs (UNESCO, 1994). The Brazil as well as several countries, was impacted by this new educational concept, given the fact that this document brought the idea that children with special educational needs should be included in mainstream schools, breaking with a related current paradigm the education of these children in special schools. The methodology consisted of a qualitative research through a case study, with documentary research, interviews and questionnaires and was based on the basis of international and national legal provisions governing the matter and also the assumptions of authors among which are Ainscow (2009) , Mantoan (1997), Mazzotta (2005), Glat (2007), Sassaki (2006), Stainback and Stainback (1997) and Werneck (2006). Throughout the first chapter takes place a brief political and educational context of the theme , in which the historical , legal and political foundations of the Special Education from the perspective of Inclusive Education will be presented. The second chapter revisits the concept of integration and school inclusion and the various meanings given to inclusion and its many possibilities as well as the school and its professionals, deal with educational issues from the perspective of inclusive education and not special education. The final chapter presents an intervention proposal for the improvement of public policies on inclusive education in the research school and also direct referrals to improve the implementation of these policies at the state network of Minas Gerais teaching from the successful practices that are found in the school.