O direito à educação e educação inclusiva

• Autor(a) principal: Ghiuro Junior, Gilberto
• Data de Publicação: 2022
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
• Texto Completo: https://repositorio.pucsp.br/jspui/handle/handle/25961
• topic: CNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULO; Educação inclusiva; Síndrome de Down T21; Escola para todos; Responsabilidade do Estado; Políticas públicas; Inclusive education; Down syndrome T21; School for everyone; State responsibility; Public policy

This research work aims to analyze how inclusive education is being carried out, based on Public Policies, under the practical, not legislative aspect, for people of school age, with the most diverse disabilities, emphasizing the Syndrome of Down T21. Achievements, over time, were great in relation to the legislation imposed, but it is still aware that there are signs that there may be possible failures so that Inclusive Education actually takes place on the “school floor”. In order to achieve the proper analysis, whether or not there are possible practical flaws in the educational field, the present work is based on the author's own life experience, in which his place of speech is that of a father with a daughter with SDT21 , and his hard trajectory, of almost 30 years, to successfully achieve, despite great “battles” won, in achieving an Inclusive Education for his daughter. In addition to the experience itself, research was carried out on what science demonstrates, with its research, on the scope of social and, mainly, educational inclusion, seeking to ratify the two previous foundations, through testimonies of other important characters who live in the same place. that the author, or are inserted in the educational context, general or inclusive, because they are active and significant authors of this trajectory to inclusive education, true artisans. Therefore, a qualitative methodology in search of a rational analysis of results, focused on the convergences or divergences of the collected material, which demonstrates the legislative gap and the reality provided by scientific research and testimonies, in order to contemplate whether or not there is a need for implementation of new practical methods, or the existing ones should be polished, given the relevance of the theme that is Inclusive Education, with a special look at “One School for All”. As a first aspect, it is observed that there are enough laws, but that the gap for proper Inclusive Education occurs in the lack of adequate professional training to highlight the unique potential of such individuals, together with a pedagogical curriculum that provides ways to stand out the best they have and, thus, being able to continue, side by side, with the whole of society, enjoying the same rights and duties, based on equity and not equality