POLÍTICAS EDUCACIONAIS DE INCLUSÃO ESCOLAR DAS PESSOAS COM DEFICIÊNCIA EM PERIÓDICO CIENTÍFICO BRASILEIRO (2008-2012).

Abstract

This current thesis presents studies done in the research project entitled The educational policies of school inclusion of people with disabilities in brazilian scientific journal (2008-2012) , held at the Graduate Program - Doctorate in Education at the Pontifical Catholic University of Goias. It aimed to show the educational policies for those people with disabilities, based on the analysis of scientific articles published in a national journal, between the years 2008-2012. This study constitutes a research based on dialectical historical materialist method, a qualitative, theoretical and literature approach, in the modality State of Knowledge. It was performed the mapping and meta-analysis of the literature on educational policies of school inclusion of people with disabilities, which appears in the Journal of Special Education, Federal University of Santa Maria - RS. This study allowed to identify the most discussed topics by this magazine in this period, also it allowed to be in touch with researchers who had contributed to these discussions, the origin of these researchers, the theorists who based their studies on, the types of texts and surveys carried out, with the most studied topics and the main results. The theoretical and methodological referencial to perform content analysis of the selected articles based on: Bardin (1977), Brzezinsk (2006), Bueno (2006), Mendes (2006), among others. On the set of articles dealing with educational inclusion of people with disabilities, regardless the approach for these data were the laws, government actions for teacher formation, the strangeness, the welfare and ratings that stood to the discussions and did emerge categories: school enrollment and educational policies. In the first category, we can find factors involved in the school inclusion of students with disabilities such as process: lack of accessibility, representations teachers and teacher formation. In the second, we can find the laws, decrees, educational policies and government actions which also involved in the school inclusion process of these students. The study can be able to allow us to infer that the main problem of educational inclusion of people with disabilities is the fact that the country (Brazil) does not have a national education system which adds educational policies, programs and government actions which take into account of consolidating education as a social right, the democratization of management, access and guarantee the permanence of children, youth and adults in the Brazilian educational institutions and respect for all diversity. In conclusion, there is no school inclusion of people with disabilities because we do not have an inclusive society, also the mode of production of material life erases part of the population of socially produced goods and education is unfortunately one of those goods.