RIGHT TO EDUCATION FOR STUDENTS WITH INTELLECTUAL DISABILITIES: PERCEPTION OF RESPONSIBLE FOR SPECIAL EDUCATION IN THE REGIONAL EDUCATION COORDINATION OFFICES OF THE STATE NETWORK OF SANTA CATARINA

Detalhes bibliográficos
Autor(a) principal: Pereira de JESUS, Francislanny
Data de Publicação: 2023
Outros Autores: Franciosi da SILVA, Grazielle, Mendonça Lunardi MENDES, Geovana
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Diálogos e Perspectivas em Educação Especial (Online)
Texto Completo: https://revistas.marilia.unesp.br/index.php/dialogoseperspectivas/article/view/14925
Resumo: This study aims to understand the conception of inclusive education and how educational policies are interpreted and translated by professional political actors responsible for Special Education (PSEs) in the Regional Education Coordination Offices (RECOs) that operate in different contexts within the Education State Network of Santa Catarina (ESN/SC), ensuring the right to education for students with Intellectual Disabilities (ID). The data come from the analysis of an open-ended questionnaire applied to the PSEs of the 36 RECOs, as well as interviews carried out with a portion of these professionals. The data were analyzed based on the Theory of Political Action and linked to the political documents that guide the perspective of inclusive education in SC. It is revealed that ESN/SC has made significant progress concerning guiding documents and services provided, ensuring school access. However, there are concerns about the insufficiency and fragility of initial and ongoing training for the political actors involved in the process. Furthermore, it is considered that the implementation of educational policies is not effectively guaranteeing the right to education for students with ID, leading to processes of exclusion within the school due to imposed barriers.
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spelling RIGHT TO EDUCATION FOR STUDENTS WITH INTELLECTUAL DISABILITIES: PERCEPTION OF RESPONSIBLE FOR SPECIAL EDUCATION IN THE REGIONAL EDUCATION COORDINATION OFFICES OF THE STATE NETWORK OF SANTA CATARINA DIREITO À EDUCAÇÃO DOS ESTUDANTES COM DEFICIÊNCIA INTELECTUAL : PERCEPÇÃO DOS RESPONSÁVEIS PELA EDUCAÇÃO ESPECIAL NAS COORDENADORIAS REGIONAIS DE EDUCAÇÃO DA REDE ESTADUAL DE SANTA CATARINARight to educationAutism. Inclusive education. Teaching workSchooling of students with intellectual disabilityEducational politicsManagers’ point of viewDireito à educaçãoEducação inclusivaEscolarização de estudantes com deficiência intelectualPolítica educacionalPercepção de gestoresThis study aims to understand the conception of inclusive education and how educational policies are interpreted and translated by professional political actors responsible for Special Education (PSEs) in the Regional Education Coordination Offices (RECOs) that operate in different contexts within the Education State Network of Santa Catarina (ESN/SC), ensuring the right to education for students with Intellectual Disabilities (ID). The data come from the analysis of an open-ended questionnaire applied to the PSEs of the 36 RECOs, as well as interviews carried out with a portion of these professionals. The data were analyzed based on the Theory of Political Action and linked to the political documents that guide the perspective of inclusive education in SC. It is revealed that ESN/SC has made significant progress concerning guiding documents and services provided, ensuring school access. However, there are concerns about the insufficiency and fragility of initial and ongoing training for the political actors involved in the process. Furthermore, it is considered that the implementation of educational policies is not effectively guaranteeing the right to education for students with ID, leading to processes of exclusion within the school due to imposed barriers.Este estudo objetiva compreender a concepção de educação inclusiva e a forma como as políticas educacionais são interpretadas e traduzidas pelos atores políticos profissionais responsáveis pela Educação Especial (PREEs) das Coordenadorias Regionais de Educação (CREs) que atuam em diferentes contextos na Rede Estadual de Ensino de Santa Catarina (REE/SC) na garantia do direito à educação estudantes com Deficiência Intelectual (DI). Os dados construídos derivam do recorte de um questionário aberto aplicado aos PREEs das 36 CREs e entrevista realizada com uma parte desses profissionais. Os dados foram analisados com base na Teoria da Atuação Política e articulados com os documentos políticos que orientam a perspectiva de educação inclusiva em SC. Os resultados apontam que a REE/SC fez grandes avanços no que se refere aos documentos orientadores e serviços disponibilizados garantindo o acesso à escola. No entanto, destacam a insuficiência e fragilidade na formação inicial e continuada dos atores políticos envolvidos no processo. Consideram ainda que a atuação das políticas educacionais não estão garantindo efetivamente o direito à educação aos estudantes com DI gerando ainda processos de exclusão dentro da escola com as barreiras impostas.Faculdade de Filosofia e Ciências2023-11-24info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistas.marilia.unesp.br/index.php/dialogoseperspectivas/article/view/1492510.36311/2358-8845.2023.v10n2.p107-122Revista Diálogos e Perspectivas em Educação Especial; v. 10 n. 2 (2023): Dossiê Direitos Humanos, Inclusão e Educação Especial; 107-122Revista Diálogos e Perspectivas em Educação Especial; Vol. 10 No. 2 (2023): Dossiê Direitos Humanos, Inclusão e Educação Especial; 107-122Revista Diálogos e Perspectivas em Educação Especial; Vol. 10 Núm. 2 (2023): Dossiê Direitos Humanos, Inclusão e Educação Especial; 107-1222764-64402358-8845reponame:Revista Diálogos e Perspectivas em Educação Especial (Online)instname:Universidade Estadual Paulista (UNESP)instacron:UNESPporhttps://revistas.marilia.unesp.br/index.php/dialogoseperspectivas/article/view/14925/15491Copyright (c) 2023 http://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessPereira de JESUS, FrancislannyFranciosi da SILVA, GrazielleMendonça Lunardi MENDES, Geovana2023-11-24T11:00:34Zoai:ojs.revistas.marilia.unesp.br:article/14925Revistahttps://revistas.marilia.unesp.br/index.php/dialogoseperspectivasPUBhttps://revistas.marilia.unesp.br/index.php/dialogoseperspectivas/oaidialogoseperspectivas.marilia@unesp.br2764-64402358-8845opendoar:2023-11-24T11:00:34Revista Diálogos e Perspectivas em Educação Especial (Online) - Universidade Estadual Paulista (UNESP)false
dc.title.none.fl_str_mv RIGHT TO EDUCATION FOR STUDENTS WITH INTELLECTUAL DISABILITIES: PERCEPTION OF RESPONSIBLE FOR SPECIAL EDUCATION IN THE REGIONAL EDUCATION COORDINATION OFFICES OF THE STATE NETWORK OF SANTA CATARINA
DIREITO À EDUCAÇÃO DOS ESTUDANTES COM DEFICIÊNCIA INTELECTUAL : PERCEPÇÃO DOS RESPONSÁVEIS PELA EDUCAÇÃO ESPECIAL NAS COORDENADORIAS REGIONAIS DE EDUCAÇÃO DA REDE ESTADUAL DE SANTA CATARINA
title RIGHT TO EDUCATION FOR STUDENTS WITH INTELLECTUAL DISABILITIES: PERCEPTION OF RESPONSIBLE FOR SPECIAL EDUCATION IN THE REGIONAL EDUCATION COORDINATION OFFICES OF THE STATE NETWORK OF SANTA CATARINA
spellingShingle RIGHT TO EDUCATION FOR STUDENTS WITH INTELLECTUAL DISABILITIES: PERCEPTION OF RESPONSIBLE FOR SPECIAL EDUCATION IN THE REGIONAL EDUCATION COORDINATION OFFICES OF THE STATE NETWORK OF SANTA CATARINA
Pereira de JESUS, Francislanny
Right to education
Autism. Inclusive education. Teaching work
Schooling of students with intellectual disability
Educational politics
Managers’ point of view
Direito à educação
Educação inclusiva
Escolarização de estudantes com deficiência intelectual
Política educacional
Percepção de gestores
title_short RIGHT TO EDUCATION FOR STUDENTS WITH INTELLECTUAL DISABILITIES: PERCEPTION OF RESPONSIBLE FOR SPECIAL EDUCATION IN THE REGIONAL EDUCATION COORDINATION OFFICES OF THE STATE NETWORK OF SANTA CATARINA
title_full RIGHT TO EDUCATION FOR STUDENTS WITH INTELLECTUAL DISABILITIES: PERCEPTION OF RESPONSIBLE FOR SPECIAL EDUCATION IN THE REGIONAL EDUCATION COORDINATION OFFICES OF THE STATE NETWORK OF SANTA CATARINA
title_fullStr RIGHT TO EDUCATION FOR STUDENTS WITH INTELLECTUAL DISABILITIES: PERCEPTION OF RESPONSIBLE FOR SPECIAL EDUCATION IN THE REGIONAL EDUCATION COORDINATION OFFICES OF THE STATE NETWORK OF SANTA CATARINA
title_full_unstemmed RIGHT TO EDUCATION FOR STUDENTS WITH INTELLECTUAL DISABILITIES: PERCEPTION OF RESPONSIBLE FOR SPECIAL EDUCATION IN THE REGIONAL EDUCATION COORDINATION OFFICES OF THE STATE NETWORK OF SANTA CATARINA
title_sort RIGHT TO EDUCATION FOR STUDENTS WITH INTELLECTUAL DISABILITIES: PERCEPTION OF RESPONSIBLE FOR SPECIAL EDUCATION IN THE REGIONAL EDUCATION COORDINATION OFFICES OF THE STATE NETWORK OF SANTA CATARINA
author Pereira de JESUS, Francislanny
author_facet Pereira de JESUS, Francislanny
Franciosi da SILVA, Grazielle
Mendonça Lunardi MENDES, Geovana
author_role author
author2 Franciosi da SILVA, Grazielle
Mendonça Lunardi MENDES, Geovana
author2_role author
author
dc.contributor.author.fl_str_mv Pereira de JESUS, Francislanny
Franciosi da SILVA, Grazielle
Mendonça Lunardi MENDES, Geovana
dc.subject.por.fl_str_mv Right to education
Autism. Inclusive education. Teaching work
Schooling of students with intellectual disability
Educational politics
Managers’ point of view
Direito à educação
Educação inclusiva
Escolarização de estudantes com deficiência intelectual
Política educacional
Percepção de gestores
topic Right to education
Autism. Inclusive education. Teaching work
Schooling of students with intellectual disability
Educational politics
Managers’ point of view
Direito à educação
Educação inclusiva
Escolarização de estudantes com deficiência intelectual
Política educacional
Percepção de gestores
description This study aims to understand the conception of inclusive education and how educational policies are interpreted and translated by professional political actors responsible for Special Education (PSEs) in the Regional Education Coordination Offices (RECOs) that operate in different contexts within the Education State Network of Santa Catarina (ESN/SC), ensuring the right to education for students with Intellectual Disabilities (ID). The data come from the analysis of an open-ended questionnaire applied to the PSEs of the 36 RECOs, as well as interviews carried out with a portion of these professionals. The data were analyzed based on the Theory of Political Action and linked to the political documents that guide the perspective of inclusive education in SC. It is revealed that ESN/SC has made significant progress concerning guiding documents and services provided, ensuring school access. However, there are concerns about the insufficiency and fragility of initial and ongoing training for the political actors involved in the process. Furthermore, it is considered that the implementation of educational policies is not effectively guaranteeing the right to education for students with ID, leading to processes of exclusion within the school due to imposed barriers.
publishDate 2023
dc.date.none.fl_str_mv 2023-11-24
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://revistas.marilia.unesp.br/index.php/dialogoseperspectivas/article/view/14925
10.36311/2358-8845.2023.v10n2.p107-122
url https://revistas.marilia.unesp.br/index.php/dialogoseperspectivas/article/view/14925
identifier_str_mv 10.36311/2358-8845.2023.v10n2.p107-122
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://revistas.marilia.unesp.br/index.php/dialogoseperspectivas/article/view/14925/15491
dc.rights.driver.fl_str_mv Copyright (c) 2023
http://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2023
http://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 Faculdade de Filosofia e Ciências
publisher.none.fl_str_mv Faculdade de Filosofia e Ciências
dc.source.none.fl_str_mv Revista Diálogos e Perspectivas em Educação Especial; v. 10 n. 2 (2023): Dossiê Direitos Humanos, Inclusão e Educação Especial; 107-122
Revista Diálogos e Perspectivas em Educação Especial; Vol. 10 No. 2 (2023): Dossiê Direitos Humanos, Inclusão e Educação Especial; 107-122
Revista Diálogos e Perspectivas em Educação Especial; Vol. 10 Núm. 2 (2023): Dossiê Direitos Humanos, Inclusão e Educação Especial; 107-122
2764-6440
2358-8845
reponame:Revista Diálogos e Perspectivas em Educação Especial (Online)
instname:Universidade Estadual Paulista (UNESP)
instacron:UNESP
instname_str Universidade Estadual Paulista (UNESP)
instacron_str UNESP
institution UNESP
reponame_str Revista Diálogos e Perspectivas em Educação Especial (Online)
collection Revista Diálogos e Perspectivas em Educação Especial (Online)
repository.name.fl_str_mv Revista Diálogos e Perspectivas em Educação Especial (Online) - Universidade Estadual Paulista (UNESP)
repository.mail.fl_str_mv dialogoseperspectivas.marilia@unesp.br
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