Políticas públicas de inclusão da pessoa com deficiência: legislação e realidade na educação básica

Abstract

This study is part of the Research Lab -State, Policies and Educational Institutions of the Graduate Program in Education at PUC Goiás. It addresses Public Policies for the Inclusion of Persons with Disabilities in Basic Education in Regular Education, with an analysis of historical milestones, normative and school reality of these proposals. The issue asks: what do census data and teachers' voices reveal about the reality of the implementation of public policies for the inclusion of people with disabilities in basic education? The main objective is to critically analyze the applicability of public policies for inclusion in the school context, discovering, based on the teacher's perspective and on census data, the materialization of this process. The specific objectives are: to understand the history of special education for people with disabilities; get to know international movements and regulatory public policies aimed at educating people with disabilities; unveiling the conceptual aspects of the topic, differentiating what is inclusion and integration and, finally, understanding the reality of inclusion through census data and interviews with basic education teachers, chosen by the criterion of "accessibility sampling" . The theorists used included Jannuzzi (2017), Corrêa (2010) and Mazzotta (2019), Martins (2015), Brzezinski (2008), Bianchetti, (1999), Azevedo (1997), Lenoir (2013), Libâneo (2012, 2018 and 2019), Evangelista and Shiomara (2006), Mantoan (2003, 2006), Sassaki (2006), Aranha (2002), Fonseca (2003), and by international documents and movements such as the Universal Declaration of Human Rights (1948) , World Declaration on Education for All (1990), Declaration of Salamanca (1994), National Policy on Special Education (1994), Law of Guidelines and Bases for National Education No. 9394 (1996), Guatemala Convention (1999), Dakar Forum (2000), CNE/CEB Resolution No. 2 (2001), Convention on Persons with Disabilities (2006), National Policy on Special Education in an Inclusive Perspective (2008) and Decree No. 10.502 (2020), among others. The empirical corpus of this study consisted of 28 (twenty-eight) teachers of basic education in regular education, supporting qualitative research, through semi-structured interviews with open questions, initiated after prior approval by the Ethics Committee. The relevance of this research was characterized by pointing out that in Brazil, in 2020, there were 1,308,900 enrollments in special education, with 1,152,875 in the common classes (BRASIL, 2020). Furthermore, it was understood that education is considered a fundamental human right, according to article 6 of the Federal Constitution of 1988, and should be offered to everyone, regardless of the personal characteristics of each individual. The survey data allowed us to conclude that most basic education teachers are women, revealing the feminization of teaching. Furthermore, public policies for inclusion were important for the growth of enrollment of people with disabilities in regular education. However, the teachers presented the difficulties they face in issues related to structural, communicational and pedagogical accessibility, as well as the lack of state and society support for the implementation of this school model. It is noteworthy that the lack of training was constantly addressed as one of the adversities conditioning inclusion and also as a suggestion for improving this process