Inclusão Escolar: Desafios e expectativas

• Autor(a) principal: Claudia Pereira Oliveira
• Data de Publicação: 2022
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
• Texto Completo: https://hdl.handle.net/10216/146082
• topic: Ciências da educação; Educational sciences

Education, in all its forms and levels, must be available, accessible, acceptable and adaptable. Historically, it appears that difficulties in accessing education services pose challenges for large segments of the Brazilian population, particularly in the states of the North and Northeast regions of the country. This problem of inclusion in education becomes particularly dramatic for people with disabilities (physical, mental, intellectual and sensory), due to a set of problems that range from non-compliance or insufficiency of application of legal and normative parameters for implementation and execution. from special and/or inclusive education, to the lack of material and human resources. The research project "School Inclusion in Brazil: challenges and expectations" sought to investigate the panorama of inclusive education in public schools in the State of Bahia, seeking to identify the main challenges for the implementation, management, and development of this branch of education, aimed at the care and education of people with disabilities. To this end, a case study was carried out to investigate how inclusive education has been carried out in schools in the capital of Bahia, analyzing the main challenges for carrying out care for people with disabilities. Based on the documentary research methodology (legislation, ordinances, reports and material from the school administration bureaucracy), school censuses and qualitative research, and on interviews with school managers and teachers, the project identified as main challenges to promote learning for people with disabilities, the following: inclusive pedagogical practice in the classroom, the development of material adapted to each student in their specificity, lack of time for planning the various assignments for teachers, high number of students per classroom and its diversity, lack of specialized support professionals in the rooms for mediation or even support and care of students with disabilities. It is hoped, with this study, to contribute to the debates on effective management measures and the formulation of public policies for inclusive education in Brazil. This work is in line with the ideas of David Rodrigues (2003; 2006; 2012), Maria Teresa Eglér Mantoan (2003; 2006; 2013), Rosita Carvalho (2011), Otto Marques da Silva (1986), n authors for the constitution of the theoretical framework.