Educação especial no município de Vitória/ES de 1989 a 2014 : políticas e direito à educação
Autor(a) principal: | |
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Data de Publicação: | 2014 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Repositório Institucional da Universidade Federal do Espírito Santo (riUfes) |
Texto Completo: | http://repositorio.ufes.br/handle/10/1925 |
Resumo: | This study aims at analyzing the special education policy in the City of Vitória, ES, Brazil between 1989 and 2012, considering the movement of legal and political changes at local and national level and the State's constitutional responsibility (in this case, the municipality as a federation member) for granting right to education of the group of students with disabilities, pervasive developmental disorders and high-potential or gifted. Based on these goals and taking into account the political and institutional organization of education in this municipality, the study focuses more specifically on 1 – Reassemble the conceptual and historical picture that based the special education policy between 2005 and 2012; 2 - analyze how the modality special education has been configured in the educational politics in the City of Vitória; 3 – discuss the devices created to ensure the right to education for the target group of students of special education; 4 - analyze the partnerships made between SEME and APAE/Vitoria in order to offer specialized service for the target group of students of special education enrolled in the public municipal school network. This study seeks to understand the execution of right to education based on the "logic" of interaction between the process of conquer and the prescription of citizenship rights (right), ensured/legitimated in the system of rules of a country (State) and granted by implementation of public policies. It relies on Norberto Bobbio‟s rights philosophy and contributions by national researchers and scholars who study the State responsibility for social rights and right to education, among them, José Silvério Baia Horta and Carlos Roberto Jamil Cury. In the field of special education, it discusses productions by researchers on special education policy, as well as legal texts that guide this modality and its movements for change, mainly after 2008, when Brazilian National Policy for Special Education was issued from the perspective of inclusive education, and its consequent decrees and resolutions. As theoretical-methodological basis, it adopted the Documental Analysis and Critical Discourse Analysis by Norman Fairclough. The study analyzes legal documents, official guidelines, statutes, and policies related to both public authority and the specialized institution. It shows the need of questioning the possibilities and challenges to consolidation of a new municipal public policy that meets the legal, administrative and pedagogical requirements in an inclusive education system that grants the right to education. Then, the “need” of partnership with the specialized institutions can be reconsidered. It highlights the policy potential to advance towards access, permanence and quality of education, as well as the challenges to be faced in order to achieve public education policies that meet the demands of the right to learn |
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Jesus, Denise Meyrelles deGobete, GirleneSimões, Regina Helena SilvaDrago, RogérioCaiado, Kátia Regina MorenoPrieto, Rosangela Gavioli2016-06-08T14:07:29Z2016-06-24T06:00:06Z2014-04-16This study aims at analyzing the special education policy in the City of Vitória, ES, Brazil between 1989 and 2012, considering the movement of legal and political changes at local and national level and the State's constitutional responsibility (in this case, the municipality as a federation member) for granting right to education of the group of students with disabilities, pervasive developmental disorders and high-potential or gifted. Based on these goals and taking into account the political and institutional organization of education in this municipality, the study focuses more specifically on 1 – Reassemble the conceptual and historical picture that based the special education policy between 2005 and 2012; 2 - analyze how the modality special education has been configured in the educational politics in the City of Vitória; 3 – discuss the devices created to ensure the right to education for the target group of students of special education; 4 - analyze the partnerships made between SEME and APAE/Vitoria in order to offer specialized service for the target group of students of special education enrolled in the public municipal school network. This study seeks to understand the execution of right to education based on the "logic" of interaction between the process of conquer and the prescription of citizenship rights (right), ensured/legitimated in the system of rules of a country (State) and granted by implementation of public policies. It relies on Norberto Bobbio‟s rights philosophy and contributions by national researchers and scholars who study the State responsibility for social rights and right to education, among them, José Silvério Baia Horta and Carlos Roberto Jamil Cury. In the field of special education, it discusses productions by researchers on special education policy, as well as legal texts that guide this modality and its movements for change, mainly after 2008, when Brazilian National Policy for Special Education was issued from the perspective of inclusive education, and its consequent decrees and resolutions. As theoretical-methodological basis, it adopted the Documental Analysis and Critical Discourse Analysis by Norman Fairclough. The study analyzes legal documents, official guidelines, statutes, and policies related to both public authority and the specialized institution. It shows the need of questioning the possibilities and challenges to consolidation of a new municipal public policy that meets the legal, administrative and pedagogical requirements in an inclusive education system that grants the right to education. Then, the “need” of partnership with the specialized institutions can be reconsidered. It highlights the policy potential to advance towards access, permanence and quality of education, as well as the challenges to be faced in order to achieve public education policies that meet the demands of the right to learnEsta pesquisa teve como objetivo analisar a política de educação especial no município de Vitória/ES no período de 1989 a 2012, considerando o movimento de mudanças políticas e legais em nível nacional e local e a responsabilidade constitucional do Estado (nesse caso o ente federado município) pela garantia do direito à educação do grupo de alunos com deficiência, transtornos globais do desenvolvimento e altas habilidades ou superdotação. A partir desse objetivo e da organização política e institucional da educação nesse município, pretendeu mais especificamente: 1 – remontar o quadro conceitual e histórico que subsidiou a política de educação especial no período de 2005 a 2012; 2 – analisar como a modalidade educação especial tem se configurado na política educacional do município de Vitória. 3 – discutir os dispositivos criados para garantia do direito à educação do grupo de alunos público-alvo da modalidade educação especial; 4 – analisar os convênios estabelecidos entre a SEME e a APAE/Vitória para oferta de atendimento especializado aos alunos público alvo da modalidade educação especial matriculados na rede pública de ensino municipal. Buscou compreender a efetivação do direito à educação a partir de uma “lógica” de articulação entre o processo de conquista e a prescrição de direitos de cidadania (direito), assegurados/legitimados no ordenamento normativo do país (Estado), garantidos pela implementação de políticas públicas. Contou com as contribuições teóricas da filosofia do direito de Norberto Bobbio e das contribuições de pesquisadores e estudiosos nacionais que teorizam sobre a responsabilidade do Estado para com os direitos sociais e com o direito à educação, dentre eles José Silvério Baia Horta e Carlos Roberto Jamil Cury. No campo da educação especial dialogou com as produções de pesquisadores que discutem a política de educação especial bem como com os textos legais que orientam a referida modalidade e seus movimentos de mudança, sobretudo a partir de 2008 com a publicação da Política Nacional de Educação Especial na perspectiva da Educação Inclusiva e os decretos e resoluções que a seguiram. Como aporte teórico-metodológico, apoiou-se nos pressupostos da Análise Documental e da Análise Crítica do Discurso de Norman Fairclough. Tomou como fontes de análise documentos legais e normativos, diretrizes oficiais, estatutos e regimentos tanto relacionados ao poder público quanto à instituição especializada. O estudo aponta para a necessidade de problematizar as possibilidades e desafios na consolidação de uma política pública municipal que atenda as exigências legais, administrativas e pedagógicas para efetivação do direito à educação e de um sistema de ensino inclusivo e assim possa ser repensada a “necessidade” de parceria com as instituições especializadas. Destaca as potências da política que possibilitam avançar no acesso, permanência e qualidade da educação bem como os desafios a serem enfrentados para consolidação de uma política pública de educação que atenda as exigências do direito de aprender.TextGOBETE, Girlene. Educação especial no município de Vitória/ES de 1989 a 2014: políticas e direito à educação. 2014. 170 f. Tese (Doutorado em Educação) - Programa de Pós-Graduação em Educação, Universidade Federal do Espírito Santo, Centro de Educação, Vitória, 2014.http://repositorio.ufes.br/handle/10/1925porUniversidade Federal do Espírito SantoDoutorado em EducaçãoPrograma de Pós-Graduação em EducaçãoUFESBRCentro de EducaçãoRight to educationSpecial education policySchool InclusionPolítica de educação especialInclusão escolarDireito à educaçãoEducação especialInclusão escolarPolíticas públicas - EducaçãoEducação - Espírito Santo (Estado) - HistóriaEducação37Educação especial no município de Vitória/ES de 1989 a 2014 : políticas e direito à educaçãoinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da Universidade Federal do Espírito Santo (riUfes)instname:Universidade Federal do Espírito Santo (UFES)instacron:UFESORIGINALTESE CORRIGIDA.pdfTESE CORRIGIDA.pdfapplication/pdf3391721http://repositorio.ufes.br/bitstreams/40f26263-461f-4c6d-9b9d-e737bc224ae4/download5f9bf37ea6d2eb6b53ac5f564f756b87MD51CC-LICENSElicense_urllicense_urltext/plain; charset=utf-849http://repositorio.ufes.br/bitstreams/74b913d8-e598-4362-9fd1-bcfe8d61b1b7/download4afdbb8c545fd630ea7db775da747b2fMD52license_textlicense_texttext/html; charset=utf-822064http://repositorio.ufes.br/bitstreams/9a6a3799-73aa-4476-adf4-fc2151fbded5/downloadef48816a10f2d45f2e2fee2f478e2fafMD53license_rdflicense_rdfapplication/rdf+xml; charset=utf-823148http://repositorio.ufes.br/bitstreams/6ea86295-94b3-4973-850c-bd645fef1c4e/download9da0b6dfac957114c6a7714714b86306MD54LICENSElicense.txtlicense.txttext/plain; charset=utf-81748http://repositorio.ufes.br/bitstreams/56bffbf7-2aed-477c-9f0e-66da281930bf/download8a4605be74aa9ea9d79846c1fba20a33MD5510/19252024-06-28 08:43:37.592oai:repositorio.ufes.br:10/1925http://repositorio.ufes.brRepositório InstitucionalPUBhttp://repositorio.ufes.br/oai/requestopendoar:21082024-06-28T08:43:37Repositório Institucional da Universidade Federal do Espírito Santo (riUfes) - Universidade Federal do Espírito Santo (UFES)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 |
dc.title.none.fl_str_mv |
Educação especial no município de Vitória/ES de 1989 a 2014 : políticas e direito à educação |
title |
Educação especial no município de Vitória/ES de 1989 a 2014 : políticas e direito à educação |
spellingShingle |
Educação especial no município de Vitória/ES de 1989 a 2014 : políticas e direito à educação Gobete, Girlene Right to education Special education policy School Inclusion Política de educação especial Inclusão escolar Educação Direito à educação Educação especial Inclusão escolar Políticas públicas - Educação Educação - Espírito Santo (Estado) - História 37 |
title_short |
Educação especial no município de Vitória/ES de 1989 a 2014 : políticas e direito à educação |
title_full |
Educação especial no município de Vitória/ES de 1989 a 2014 : políticas e direito à educação |
title_fullStr |
Educação especial no município de Vitória/ES de 1989 a 2014 : políticas e direito à educação |
title_full_unstemmed |
Educação especial no município de Vitória/ES de 1989 a 2014 : políticas e direito à educação |
title_sort |
Educação especial no município de Vitória/ES de 1989 a 2014 : políticas e direito à educação |
author |
Gobete, Girlene |
author_facet |
Gobete, Girlene |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Jesus, Denise Meyrelles de |
dc.contributor.author.fl_str_mv |
Gobete, Girlene |
dc.contributor.referee1.fl_str_mv |
Simões, Regina Helena Silva |
dc.contributor.referee2.fl_str_mv |
Drago, Rogério |
dc.contributor.referee3.fl_str_mv |
Caiado, Kátia Regina Moreno |
dc.contributor.referee4.fl_str_mv |
Prieto, Rosangela Gavioli |
contributor_str_mv |
Jesus, Denise Meyrelles de Simões, Regina Helena Silva Drago, Rogério Caiado, Kátia Regina Moreno Prieto, Rosangela Gavioli |
dc.subject.eng.fl_str_mv |
Right to education Special education policy School Inclusion |
topic |
Right to education Special education policy School Inclusion Política de educação especial Inclusão escolar Educação Direito à educação Educação especial Inclusão escolar Políticas públicas - Educação Educação - Espírito Santo (Estado) - História 37 |
dc.subject.por.fl_str_mv |
Política de educação especial Inclusão escolar |
dc.subject.cnpq.fl_str_mv |
Educação |
dc.subject.br-rjbn.none.fl_str_mv |
Direito à educação Educação especial Inclusão escolar Políticas públicas - Educação Educação - Espírito Santo (Estado) - História |
dc.subject.udc.none.fl_str_mv |
37 |
description |
This study aims at analyzing the special education policy in the City of Vitória, ES, Brazil between 1989 and 2012, considering the movement of legal and political changes at local and national level and the State's constitutional responsibility (in this case, the municipality as a federation member) for granting right to education of the group of students with disabilities, pervasive developmental disorders and high-potential or gifted. Based on these goals and taking into account the political and institutional organization of education in this municipality, the study focuses more specifically on 1 – Reassemble the conceptual and historical picture that based the special education policy between 2005 and 2012; 2 - analyze how the modality special education has been configured in the educational politics in the City of Vitória; 3 – discuss the devices created to ensure the right to education for the target group of students of special education; 4 - analyze the partnerships made between SEME and APAE/Vitoria in order to offer specialized service for the target group of students of special education enrolled in the public municipal school network. This study seeks to understand the execution of right to education based on the "logic" of interaction between the process of conquer and the prescription of citizenship rights (right), ensured/legitimated in the system of rules of a country (State) and granted by implementation of public policies. It relies on Norberto Bobbio‟s rights philosophy and contributions by national researchers and scholars who study the State responsibility for social rights and right to education, among them, José Silvério Baia Horta and Carlos Roberto Jamil Cury. In the field of special education, it discusses productions by researchers on special education policy, as well as legal texts that guide this modality and its movements for change, mainly after 2008, when Brazilian National Policy for Special Education was issued from the perspective of inclusive education, and its consequent decrees and resolutions. As theoretical-methodological basis, it adopted the Documental Analysis and Critical Discourse Analysis by Norman Fairclough. The study analyzes legal documents, official guidelines, statutes, and policies related to both public authority and the specialized institution. It shows the need of questioning the possibilities and challenges to consolidation of a new municipal public policy that meets the legal, administrative and pedagogical requirements in an inclusive education system that grants the right to education. Then, the “need” of partnership with the specialized institutions can be reconsidered. It highlights the policy potential to advance towards access, permanence and quality of education, as well as the challenges to be faced in order to achieve public education policies that meet the demands of the right to learn |
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2014 |
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2014-04-16 |
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2016-06-08T14:07:29Z |
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2016-06-24T06:00:06Z |
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GOBETE, Girlene. Educação especial no município de Vitória/ES de 1989 a 2014: políticas e direito à educação. 2014. 170 f. Tese (Doutorado em Educação) - Programa de Pós-Graduação em Educação, Universidade Federal do Espírito Santo, Centro de Educação, Vitória, 2014. |
dc.identifier.uri.fl_str_mv |
http://repositorio.ufes.br/handle/10/1925 |
identifier_str_mv |
GOBETE, Girlene. Educação especial no município de Vitória/ES de 1989 a 2014: políticas e direito à educação. 2014. 170 f. Tese (Doutorado em Educação) - Programa de Pós-Graduação em Educação, Universidade Federal do Espírito Santo, Centro de Educação, Vitória, 2014. |
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Centro de Educação |
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Universidade Federal do Espírito Santo Doutorado em Educação |
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