POLÍTICA DE INCLUSÃO: um estudo na rede pública de educação em Jataí-Goiás.

Abstract

This work has inclusive education as an object of study. Seeking the construction of this object the following general objective was drawn: to analyze educational policy as policy for the process of inclusion of students with disabilities in public schools in the state and municipal systems of the city of Jataí, Goiás. In particular, the research focused on the policy for intellectual disabled of the mentioned city in order to answer the following research problem: what is the reality of inclusive education for students with intellectual disabilities in public primary schools of the state and local systems in Jataí-Goias? To do so, the historical process of special education that triggered the drafting of current inclusive policies was regained. The analysis was made from the perspective of the students, their families, the classroom teachers, the support teacher and four coordinators from inclusive regular schools: two state and two local, all located in the urban area of Jataí and that serve more students with disabilities. The research sought closer ties with the dialectical historical materialist method, developing a quantitative and qualitative research. To interpret the data, we used the content analysis. To get them existing secondary sources about the topic were used; documents (laws, ordinances, decrees, and resolutions); individual questionnaires to each group of subjects in the research. Also, data was collected on unscheduled visits to the investigated schools. The studies that provided the foundation for analysis and organization were basically those of: Jannuzzi (2012); Bueno (1999); Mittler (2003); Sassaki (2002); Karagiannis; Stainback and Stainback (1999); Krynski (1969); Assumpção Junior and Sprovieri (2000); Bardin (1977) and Sarup (1980), among others. The survey results showed that the educational inclusion of people with intellectual disabilities in Jataí-Goiás is not yet consolidated in a satisfactory manner, lacking, among other factors, the investment for training and teaching qualification; appreciation of education professionals, and the overcoming of many values and attitudes towards people with disabilities.