A educação especial no Distrito Federal: cenário de implementação após a aprovação do Plano Nacional de Educação 2014 - 2024

• Ano de defesa: 2017
• Autor(a) principal: Menezes, José Carlos Reis
• Orientador(a): Mariz, Ricardo Spindola
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Católica de Brasília
• Programa de Pós-Graduação: Programa Strictu Sensu em Educação
• Departamento: Escola de Educação, Tecnologia e Comunicação
• País: Brasil
• Palavras-chave em Português: Educação especial; Educação inclusiva; Plano Nacional de Educação; Políticas públicas
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://bdtd.ucb.br:8443/jspui/handle/tede/2343

The Brazilian National Education Plan published for the period 2014 to 2024 contain a specific target – the Goal 4 – for inclusive education. In attention of statement of the National Plan, the Federal District (DF) issued its District Education Plan in 2015, with equivalent goals. More than two years after the publication of these plans, the scenario for its execution is not promising. Presidential elections, impeachment and political and economic crisis resulted in the fall of the Gross National Product - GDP - and in the Total Public Investment in Education, with consequences to all sub-national educational systems. This work investigates the actions that the Department of Education of the Federal District has adopted for the Goal 4 of that planning and the education professionals’ expectation to achieve them until the end planned period. Educational policies were studied in the Federal District and five interviews were carried out: in the Special Education Directorate, in two Special Education Centres and in two regular schools. The results showed that the DF has three levels of inclusion – Special Education Centres, special classes and common classes – organization supported by all the interviewees. The schools have good infrastructure for special education, but there were reports of resource shortages, bureaucratic difficulties for maintenance and bidding expenses, failures in the initial and continuing training of education professionals, problems of accessibility in and out of school and the need for external aid to the school, from parent-teacher or civil and government institutions, such as the army. The results of this research point to a satisfactory resolution of almost all the strategies of the Plans, but that this result is due more to policies and actions that were already being executed in the DF than to an effort or redirection resulting from PNE-2014.