THE NATIONAL PLAN OF EDUCATION AND NATIONAL SPECIAL EDUCATION POLICY: A CASE STUDY ON INCLUSIVE EDUCATION IN SCHOOL PRACTICE

Detalhes bibliográficos
Autor(a) principal: Castro, Daniela dos Santos Borges
Data de Publicação: 2020
Outros Autores: Cardoso, Denylson Douglas de Lima, Ferreira, Valdivina Alves
Tipo de documento: Artigo
Idioma: por
eng
Título da fonte: Revista JRG de Estudos Acadêmicos
Texto Completo: http://revistajrg.com/index.php/jrg/article/view/81
Resumo: The purpose of this article is to analyze the elements present in the National Education Plan (PNE) 2014-2024 related to the National Special Education Policy (PNEE 2008) from the empirical analysis carried out in a basic education school, in Riacho Fundo I) in the Inclusive Education Perspective, trying to verify how the educational institution in question has served the public that demands specialized educational assistance. The article addresses, from a documental, bibliographic and empirical point of view, the theme related to the implementation of goal 4 of the PNE 2014-2024 and the PNEE, asking the following question: What is the reality of the school routine that is under the influence of the Policy National Special Education in the Perspective of Inclusive Education (2008) and PNE (2014-2024) goal 4? The itinerary for the resolution of the question goes through the analysis of the legislation related to a case study of a specific school reality. The results show that the school community was not prepared in advance to assist people with disabilities, does not have an adequate infrastructure for serving the Special Education public and points to a group of Education professionals who did not receive continuing training from the State Department of Education of the Federal District as they should, but who are developing the work based on their own efforts. 
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spelling THE NATIONAL PLAN OF EDUCATION AND NATIONAL SPECIAL EDUCATION POLICY: A CASE STUDY ON INCLUSIVE EDUCATION IN SCHOOL PRACTICEO PLANO NACIONAL DE EDUCAÇÃO E POLÍTICA NACIONAL DE EDUCAÇÃO ESPECIAL: UM ESTUDO DE CASO SOBRE A EDUCAÇÃO INCLUSIVA NA PRÁTICA ESCOLARInclusão. Pessoa com Deficiência. Acessibilidade.Inclusion. Disabled Person. Accessibility.The purpose of this article is to analyze the elements present in the National Education Plan (PNE) 2014-2024 related to the National Special Education Policy (PNEE 2008) from the empirical analysis carried out in a basic education school, in Riacho Fundo I) in the Inclusive Education Perspective, trying to verify how the educational institution in question has served the public that demands specialized educational assistance. The article addresses, from a documental, bibliographic and empirical point of view, the theme related to the implementation of goal 4 of the PNE 2014-2024 and the PNEE, asking the following question: What is the reality of the school routine that is under the influence of the Policy National Special Education in the Perspective of Inclusive Education (2008) and PNE (2014-2024) goal 4? The itinerary for the resolution of the question goes through the analysis of the legislation related to a case study of a specific school reality. The results show that the school community was not prepared in advance to assist people with disabilities, does not have an adequate infrastructure for serving the Special Education public and points to a group of Education professionals who did not receive continuing training from the State Department of Education of the Federal District as they should, but who are developing the work based on their own efforts. O presente artigo tem como proposta analisar os elementos presentes no Plano Nacional de Educação (PNE) 2014-2024 relacionado com a Política Nacional de Educação Especial (PNEE 2008) a partir da análise empírica realizada em uma escola de educação básica, no Riacho Fundo I) na Perspectiva da Educação Inclusiva, procurando verificar como a instituição de ensino em questão tem atendido ao público que demanda atendimento educacional especializado. O artigo aborda sob o ponto de vista documental, bibliográfico e empírico a temática relacionada à implementação da meta 4 do PNE 2014-2024 e da PNEE tendo como pergunta a seguinte indagação: Qual é a realidade do cotidiano escolar que está sob a influência da Política Nacional de Educação Especial na Perspectiva da Educação Inclusiva (2008) e do PNE (2014-2024) meta 4? O itinerário para a resolução da pergunta passa pela análise da legislação relacionado com um estudo de caso de uma realidade escolar específica. Os resultados mostram que a comunidade escolar não foi preparada com antecedência para o atendimento das pessoas com deficiência, não tem uma infraestrutura adequada para o atendimento ao público da Educação Especial e aponta para um grupo de profissionais da Educação que não receberam formação continuada por parte da Secretaria Estadual de Educação do DF como deveriam, mas, que estão desenvolvendo o trabalho baseado em seus próprios esforços. Editora JRG2020-11-17info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionArtigo avaliado pelos Paresapplication/pdfhttp://revistajrg.com/index.php/jrg/article/view/8110.5281/zenodo.4278017JRG Journal of Academic Studies; Vol. 3 No. 7 (2020): Revista JRG de Estudos Acadêmicos; 535-549JRG Journal of Academic Studies ; Vol. 3 Núm. 7 (2020): Revista JRG de Estudos Acadêmicos; 535-549JRG Journal of Academic Studies; V. 3 N. 7 (2020): Revista JRG de Estudos Acadêmicos; 535-549Revista JRG de Estudos Acadêmicos ; v. 3 n. 7 (2020): Revista JRG de Estudos Acadêmicos; 535-5492595-1661reponame:Revista JRG de Estudos Acadêmicosinstname:Editora JRGinstacron:JRGporenghttp://revistajrg.com/index.php/jrg/article/view/81/125http://revistajrg.com/index.php/jrg/article/view/81/126https://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessCastro, Daniela dos Santos Borges Cardoso, Denylson Douglas de LimaFerreira, Valdivina Alves 2020-12-16T02:11:14Zoai:ojs2.revistajrg.com:article/81Revistahttp://revistajrg.com/index.php/jrgPRIhttp://revistajrg.com/index.php/jrg/oaiprofessorjonas@gmail.com||2595-16612595-1661opendoar:2020-12-16T02:11:14Revista JRG de Estudos Acadêmicos - Editora JRGfalse
dc.title.none.fl_str_mv THE NATIONAL PLAN OF EDUCATION AND NATIONAL SPECIAL EDUCATION POLICY: A CASE STUDY ON INCLUSIVE EDUCATION IN SCHOOL PRACTICE
O PLANO NACIONAL DE EDUCAÇÃO E POLÍTICA NACIONAL DE EDUCAÇÃO ESPECIAL: UM ESTUDO DE CASO SOBRE A EDUCAÇÃO INCLUSIVA NA PRÁTICA ESCOLAR
title THE NATIONAL PLAN OF EDUCATION AND NATIONAL SPECIAL EDUCATION POLICY: A CASE STUDY ON INCLUSIVE EDUCATION IN SCHOOL PRACTICE
spellingShingle THE NATIONAL PLAN OF EDUCATION AND NATIONAL SPECIAL EDUCATION POLICY: A CASE STUDY ON INCLUSIVE EDUCATION IN SCHOOL PRACTICE
Castro, Daniela dos Santos Borges
Inclusão. Pessoa com Deficiência. Acessibilidade.
Inclusion. Disabled Person. Accessibility.
title_short THE NATIONAL PLAN OF EDUCATION AND NATIONAL SPECIAL EDUCATION POLICY: A CASE STUDY ON INCLUSIVE EDUCATION IN SCHOOL PRACTICE
title_full THE NATIONAL PLAN OF EDUCATION AND NATIONAL SPECIAL EDUCATION POLICY: A CASE STUDY ON INCLUSIVE EDUCATION IN SCHOOL PRACTICE
title_fullStr THE NATIONAL PLAN OF EDUCATION AND NATIONAL SPECIAL EDUCATION POLICY: A CASE STUDY ON INCLUSIVE EDUCATION IN SCHOOL PRACTICE
title_full_unstemmed THE NATIONAL PLAN OF EDUCATION AND NATIONAL SPECIAL EDUCATION POLICY: A CASE STUDY ON INCLUSIVE EDUCATION IN SCHOOL PRACTICE
title_sort THE NATIONAL PLAN OF EDUCATION AND NATIONAL SPECIAL EDUCATION POLICY: A CASE STUDY ON INCLUSIVE EDUCATION IN SCHOOL PRACTICE
author Castro, Daniela dos Santos Borges
author_facet Castro, Daniela dos Santos Borges
Cardoso, Denylson Douglas de Lima
Ferreira, Valdivina Alves
author_role author
author2 Cardoso, Denylson Douglas de Lima
Ferreira, Valdivina Alves
author2_role author
author
dc.contributor.author.fl_str_mv Castro, Daniela dos Santos Borges
Cardoso, Denylson Douglas de Lima
Ferreira, Valdivina Alves
dc.subject.por.fl_str_mv Inclusão. Pessoa com Deficiência. Acessibilidade.
Inclusion. Disabled Person. Accessibility.
topic Inclusão. Pessoa com Deficiência. Acessibilidade.
Inclusion. Disabled Person. Accessibility.
description The purpose of this article is to analyze the elements present in the National Education Plan (PNE) 2014-2024 related to the National Special Education Policy (PNEE 2008) from the empirical analysis carried out in a basic education school, in Riacho Fundo I) in the Inclusive Education Perspective, trying to verify how the educational institution in question has served the public that demands specialized educational assistance. The article addresses, from a documental, bibliographic and empirical point of view, the theme related to the implementation of goal 4 of the PNE 2014-2024 and the PNEE, asking the following question: What is the reality of the school routine that is under the influence of the Policy National Special Education in the Perspective of Inclusive Education (2008) and PNE (2014-2024) goal 4? The itinerary for the resolution of the question goes through the analysis of the legislation related to a case study of a specific school reality. The results show that the school community was not prepared in advance to assist people with disabilities, does not have an adequate infrastructure for serving the Special Education public and points to a group of Education professionals who did not receive continuing training from the State Department of Education of the Federal District as they should, but who are developing the work based on their own efforts. 
publishDate 2020
dc.date.none.fl_str_mv 2020-11-17
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Artigo avaliado pelos Pares
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv http://revistajrg.com/index.php/jrg/article/view/81
10.5281/zenodo.4278017
url http://revistajrg.com/index.php/jrg/article/view/81
identifier_str_mv 10.5281/zenodo.4278017
dc.language.iso.fl_str_mv por
eng
language por
eng
dc.relation.none.fl_str_mv http://revistajrg.com/index.php/jrg/article/view/81/125
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rights_invalid_str_mv https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Editora JRG
publisher.none.fl_str_mv Editora JRG
dc.source.none.fl_str_mv JRG Journal of Academic Studies; Vol. 3 No. 7 (2020): Revista JRG de Estudos Acadêmicos; 535-549
JRG Journal of Academic Studies ; Vol. 3 Núm. 7 (2020): Revista JRG de Estudos Acadêmicos; 535-549
JRG Journal of Academic Studies; V. 3 N. 7 (2020): Revista JRG de Estudos Acadêmicos; 535-549
Revista JRG de Estudos Acadêmicos ; v. 3 n. 7 (2020): Revista JRG de Estudos Acadêmicos; 535-549
2595-1661
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instacron_str JRG
institution JRG
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collection Revista JRG de Estudos Acadêmicos
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