Educação inclusiva: do proclamado ao realizado - o caso da Escola Estadual Esperança

Abstract

This work approaches the discussion involving the inclusive education in the educational system in Goiás as of the approval of the law through Brazil s educational system, inaugurated in the 1990 s. The study goes into the universe of qualitative research by means of a case study: the study of Escola Estadual Esperança, located in the city of Goiânia. Escola Estadual Esperança constituted a real object, given its participation in the State Educational Program for Diversity in an Inclusive Perspective developed by the State Education Department (SEE) of Goiás as of 1999. The working process made use of both bibliographic and documental research with data collecting at the State Education Department (SEE) of Goiás and at the Special Education Superintendency (SUEE) of Goiás. In loco observation and interviews with the school teachers, director, coordinator and secretary were conducted having the National Directions for Special Education in Fundamental Education (Brazil, MEC/CNE, 2001). This work comprises three chapters: the first one contextulaizes the elements that orientated the educational policies implemented by the Brazilian government, such as the World Conference for Education for All (Jontiem, 1990) and the World Conference of Special Needs: Access and Quality (Salamanca, 1994), giving origin to the Declaration of Salamanca, the main document in orienting the implementation of inclusive education in all countries. The second chapter, comprises the insertion of Goiás in the movement of the inclusivist educational policy. The third and last chapter, in the light of the previous contributions, introduces the Escola Estadual Esperança. The results of the investigation, confirm that the inclusive education, despite being supported by legal documentation, apparently does not take place at Escola Estadual Esperança. Every child s permanence and inclusion in the school is a social right that continues being a utopia to be searched by society, which is believed to be accomplished only when the government social policies, particularly the educational ones, follow a new, more