Pedagogia da inclusão: a arquitetura institucional da política de inclusão escolar de pessoas com deficiência no estado de Minas Gerais

• Ano de defesa: 2017
• Autor(a) principal: Araujo, Luiz Antonio Souza de
• Orientador(a): Algebaile, Eveline Bertino
• Banca de defesa: Ramos, Marise Nogueira , Oliveira, Elizabeth Serra , Frigotto, Gaudêncio , Andrade, Juarez de
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade do Estado do Rio de Janeiro
• Programa de Pós-Graduação: Programa de Pós-Graduação em Políticas Públicas e Formação Humana
• Departamento: Centro de Educação e Humanidades
• País: BR
• Palavras-chave em Português: Educação Inclusiva; Educação Especial; Institucionalização; Deficiência; Educação; Inclusão; Políticas Públicas
• Palavras-chave em Inglês: Public policies; Inclusive education; Special education; Institutionalization; Disability
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::CIENCIA POLITICA::POLITICAS PUBLICAS
• Link de acesso: http://www.bdtd.uerj.br/handle/1/14807

This thesis aims to understand the nature of the public school inclusion policies for people with disabilities in Brazil, considering the programs that constitute this policy since the 1990s, the institutional architecture proposed by them and its implications in terms of the real conditions of school inclusion, focusing on the experience of the State of Minas Gerais. Mainly referenced in the formulations of Robert Castel (1978 and 1995) regarding the constitution processes of specialized institutions, and starting from the follow-up for the debates of the "National Policy of Special Education in the Perspective of Inclusive Education", instituted in 2008, the research involves documentary and field research aimed to identifying and analyzing the tensions and contradictions between the ideology of inclusive Education intensively disseminated from the 1990s, the governmental orientations directed to the construction of a national policy of special education oriented towards inclusion in regular schooling and concrete actions to implement such policy in the state of Minas Gerais. With regard to the study of the process of this institutional architecture, we highlight three research and analysis axes: first is related to the set of normative and programmatic orientations regarding the school inclusion of children and young people with disabilities, issued by the federal level of government but referenced in provisions issued by international or supranational institutions; a second axis is related to the provisions related to the institutional organization planned to carry out the announced inclusion, present both in the measures issued by the federal level of government and by the intermediary measures of the Minas Gerais state government; and the third axis is related to the ways of adjusting the actual institutional conditions that have been effectively implemented with a view to implementing the new guidelines at the municipal level, focusing in this case on the experiences of policy implementation in three municipalities of Minas Gerais