20 ANOS DE INCLUSÃO: O MUNICÍPIO DE DIADEMA

• Ano de defesa: 2014
• Autor(a) principal: Scaravelli, Sandra Maria Gomes
• Orientador(a): Alves, Maria Leila
• Banca de defesa: Mazzotta, Marcos José da Silveira , Souza, Roger Marchesini Quadros , Saes, Decio Azevedo Marques de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Metodista de São Paulo
• Programa de Pós-Graduação: PÓS GRADUAÇÃO EM EDUCAÇÃO
• Departamento: Educação
• País: BR
• Palavras-chave em Português: Políticas Públicas; Inclusão Social; Educação Inclusiva; Governança Local
• Palavras-chave em Inglês: Public Policy; Social Inclusion; Inclusive Education; Local Governance
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS
• Link de acesso: http://tede.metodista.br/jspui/handle/tede/1034

The City of Diadema is well known in the official scene by creating and executing innovative programs in several areas of the public policies. In the educational area the inclusive education was first implemented in the 1990s, long before the federal laws widely discussed nowadays. As a result, in 2000 the city received an award from Fundação Getúlio Vargas (Getúlio Vargas Foundation), which aimed to encourage innovation in the administration and execution in town and state services: Inclusion Program Ways to Social Inclusion: multiple readings in the view of the difference. Thus, after the acknowledgment of this work, in 2002 a financial provision was made for the special education by the BNDES (Banco Nacional de Desenvolvimento Econômico e Social National Bank of Economic and Social Development) to reform, enlarge and adapt all the facilities at CAIS (Centro de Atenção à Inclusão Social Social Inclusion Attention Center), to better assist children, youngsters and adults with special educational needs. It was also made provision for architectural adaptation of the city schools in order to improve accessibility. This is therefore a city with a valuable experience available in the execution of social and educational inclusion public policies, in addition to the necessary pedagogical support services. In view of these assumptions, this research starts from the analysis of the conceptual basis and the influence of Paulo Freire s pedagogical thought permeating the development of the education in this city, and it aims to understand the procedures developed in Diadema to the execution of the pedagogical work, besides getting aware of the relationship between the work done so far and the current federal regulations.Thus, the following are the guiding questions for this work: What was considered educational inclusion in Diadema at that time? Which was the theoretical background of the subjects of that pedagogical work? What are the innovative aspects of the regulations developed in the city? How can we compare the work done and the current federal regulations? In order to answer these questions this research of quality nature features as a theoretical frame of reference, in addition to the national and city laws, the Mendes (2010) and Mainardes (2006; 2009) conceptions, among others. The field research was carried out through interviews of managers and teachers, and it allowed us to highlight the contribution of the democratic scene to the execution of an educational inclusion model.