Trajetória(s) das políticas públicas de educação especial-inclusiva, no município de Vila Velha no período de (2004-2008)

• Ano de defesa: 2010
• Autor(a) principal: Bernardo, Rosane de Moraes
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Espírito Santo; BR; Mestrado em Educação; Centro de Educação; UFES; Programa de Pós-Graduação em Educação
• Palavras-chave em Português: Public Policy; Right to Education; Special Education; Políticas públicas; Educação especial; Educação inclusiva; Direito à educação; Educação; 37
• Link de acesso: http://repositorio.ufes.br/handle/10/2269

This study was based on a qualitative research whose main objective was to analyze the process of public policy for special education in the Municipality of Vila Velha, a municipality in the metropolitan region of Vitoria - ES, for the period of the years 2004 to 2008. The research was conducted at the Municipal Department of Education, in its various sectors, the Center for Special Education from Vila Velha and Teaching Units. With the participation of various actors/subjects linked to the public policy process in special education from the Municipal Secretary of Education to teachers in regular schools. The research involved analysis of municipal documents and interviews. All these movements allowed them to be studied in contexts which are given stages of development and implementation of public policies in special education in Vila Velha. This paper does not intend to judge the adopted public policies of special education in the municipality of Vila Velha, in the specified period from the years 2004 to 2008 were good or bad, this research is to understand the proposal process (the between), seize the movements, actions, facilities and/or difficulties, setbacks, finally, realize, through documents and interviews, the processes they went through such policies, both in its preparation and in its implementation. Concomitantly, was made to link these policies with the right to education including access, continuity and quality of education.