Política de educação especial na perspectiva da educação inclusiva – PNEE/PEI: análise do processo de implementação em São Luís/MA (2008-2015)

• Ano de defesa: 2019
• Autor(a) principal: BARROS, Alessandra Belfort
• Orientador(a): PEREIRA, Maria Eunice Ferreira Damasceno
• Banca de defesa: PEREIRA, Maria Eunice Ferreira Damasceno , CARVALHO, Mariza Borges Wall Barbosa de , LIMA, Valéria Ferreira Santos de Almada , SILVA, Paulo Roberto de Jesus , ALCÂNTARA, Ramon Luís de Santana
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Maranhão
• Programa de Pós-Graduação: PROGRAMA DE PÓS-GRADUAÇÃO EM POLÍTICAS PÚBLICAS/CCSO
• Departamento: DEPARTAMENTO DE SERVIÇO SOCIAL/CCSO
• País: Brasil
• Palavras-chave em Português: Especial; Políticas de inclusão; Acesso/acessibilidade; Atendimento educacional especializado; Formação de professores
• Palavras-chave em Inglês: Special education.; Inclusion policies; Access/accessibility; Specialized educational assistance; Teacher training
• Área do conhecimento CNPq: Tópicos Específicos de Educação; Educação Especial
• Link de acesso: https://tedebc.ufma.br/jspui/handle/tede/2643

This thesis results from an evaluation research of the National Policy on Special Education in the Perspective of Inclusive Education - PNEE/PEI and its implementation in São Luís/MA, in the period between 2008 and 2015. The methodology adopted in this study is based on the analysis of the in the dialectical historical materialism and the types of research, contemplate: bibliographical, documentary and field review. We used the semi-structured interview, directed to six subjects of SAEE and UEB Luís Viana, and the focus group, composed of four common teaching teachers, from the areas of language and mathematics. The analysis of the data was based on the assumptions of content analysis, through three thematic axes: Access/Accessibility; Specialized Educational Assistance and Teacher Training. The results showed that, in the first axis, access to the attendance of PAEE students in the public schools of the municipal network of São Luís / MA was expanded in the period prior to the Policy to the detriment of attendance in the special class and, in the period after PNEE / PEI there was continuity of this expansion, but to a lesser extent; already the accessibility, was analyzed from six dimensions: architectural: with inadequacies in its physical structure to attend the PAEE students; communicational: shows fragility, with few professionals trained for ESA; methodological approach: flexibilization of the curriculum proves to be one of the main challenges in the inclusion of the PAEE student; instrumental: insipient resources and didactic materials; programmatic: it needs to revise the PPP, since it is an instrument that guides the actions of the school and does not mention the PAEE students; and, attitudinal: it occurs through awareness campaigns, but still needs to be intensified in schools. The second thematic axis "Specialized Educational Attention", occurs in the municipal network through projects, programs, permanent actions and activities developed by SAEE, presenting weaknesses in its organization and implementation. Concerning the third axis "Teacher Training", it was revealed that the continuous training in the public network of São Luís/MA has been carried out in relation to the ESA teachers, but presents a discontinuity in the formation of teachers of the common teaching, which compromises the policy of inclusion in the educational network. In view of the obstacles in the implementation of this Network Inclusion Policy, we present some notes that may contribute to the discussions for the materialization of the PNEE / PEI in the municipal public schools of São Luís/MA.