Avanços e desafios da Lei Brasileira de Inclusão: uma avaliação de impacto da atuação dos(as) professores(as) no Atendimento Educacional Especializado

• Ano de defesa: 2024
• Autor(a) principal: Moreira, Jolene Rocha Bezerra
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Palavras-chave em Português: Política pública; Inclusão; Atendimento Educacional Especializado; Public policy; Inclusion; Specialized Educational Service; CNPQ::CIENCIAS HUMANAS::CIENCIA POLITICA::POLITICAS PUBLICAS
• Link de acesso: http://repositorio.ufc.br/handle/riufc/77704

Special Education from the perspective of Inclusive Education presents itself in Brazil with many challenges, as does the role of the Specialized Educational Service (SES) teacher in school environments. This SES professional is the support agent for the Inclusion of Special Education target audience students. The Brazilian Law for the Inclusion of Persons with Disabilities or Statute of Persons with Disabilities (BLI), Law nº 13.146/2015, is one of the public policies that provides guidance for the actions of this professional, constituting the public policy guiding this research. The objective of the study was to evaluate whether the implementation of the Brazilian Law on the Inclusion of Persons with Disabilities has an impact on promoting the inclusion of students based on the perception of teachers in municipal public schools in João Pessoa /PB and Cabedelo/PB. The approach was qualitative, as we sought to understand the impact of implementing the BLI on the performance of the SES teacher. The methodological path focused on bibliographical, documentary research with a case study. Data collection was carried out through a questionnaire and semi-structured interview, the data was assessed through descriptive statistical analysis and content analysis by Bardin (2011). An empirical investigation of the BLI public policy was carried out, using the evaluative perspective proposed by Arcoverde and Albuquerque (2016), called impact assessment through the performance of the SES teacher. Thus, it was verified, based on the perceptions of SES teachers, that the program has had a positive impact on access for people with disabilities to regular schools in the public education network. Likewise, the performance of this professional has been decisive in the inclusion of these students. However, it involves inclusive practices, since inclusion is a broad and collaborative action. It was found that many prerogatives of the Law have not impacted inclusion due to failure, neglect and omission of the public authorities, the school community, the family and society.