Ações interativas x políticas inclusivas: um estudo do espaço de convivência chamado APAE-JP

• Autor(a) principal: Tavares, Aureliana da Silva
• Data de Publicação: 2023
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UFPB
• Texto Completo: https://repositorio.ufpb.br/jspui/handle/123456789/28168
• topic: Educação especial; Inclusão social; Política educacional; Exclusão social; Cenários sociais; Special education; Social inclusion; Educational politics; Social exclusion; Social scenarios; Exclusión social; Escenarios sociales; CNPQ::CIENCIAS HUMANAS::EDUCACAO

For decades, research has been developed in favor of a better quality of life for people with disabilities. Some actions have already been initiated through the creation of laws and decrees that in some cases have not yet been contemplated. Through public inclusion policies, we fight every day so that society understands the importance of treating our neighbors as our equals, regardless of their limitations. Thus, the thesis had as research universe the Association of Parents and Friends of the Exceptional-APAE/Banking/João Pessoa/Paraíba and proposes to analyze the role of APAE, after the Brazilian Inclusion Law nº 13146/2016, as an agent of social inclusion of people with intellectual disabilities. The thesis follows a qualitative, documental and bibliographical bias with discourse on some characteristics of dialectical historical materialism, whose scope is inclusive educational policies that guarantee the interaction of people with disabilities in the Association of Parents and Friends of the Handicapped - APAE. The method of approach was the deductive one that started from the general to the particular related to the exploratory and descriptive procedure based on a case study with data collection in the semi-structured interview. We noticed that the development of the thesis is anchored in theoretical-methodological contributions and also between the human and social sciences that seek to understand the economic, political, cultural and social dimensions of the educational act based on the propositions of inclusion policies for people with intellectual disabilities. We realize that the collaboration of society is essential for social inclusion, the awareness that everyone has their limitations and that what is different can become accepted among others. These are positions defended by social rights and need to be respected. Thus, the thesis sought throughout the speech to defend movements that seek a better: education, quality of life, social equity, implementation of inclusion policies, providing opportunities for inclusive actions applicable to people with intellectual disabilities.