A configuração da política municipal de educação especial na perspectiva da educação inclusiva : um olhar para o nordeste capixaba

• Ano de defesa: 2024
• Autor(a) principal: Leite, Ana Lucila Ribeiro Dantas Fagundes
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Espírito Santo; BR; Mestrado em Ensino na Educação Básica; Centro Universitário Norte do Espírito Santo; UFES; Programa de Pós-Graduação em Ensino na Educação Básica
• Palavras-chave em Português: Políticas públicas; Educação especial; Sistema de ensino; Conselho Municipal de Educação; Public policies; Special education; Education system; Municipal Education Council; Ensino
• Link de acesso: http://repositorio.ufes.br/handle/10/19234

This study is based on Norbert Elias' Figurational Sociology, using the concepts of balance of power, interdependencies and figurations to understand the challenges and dynamics of inclusion in the municipality. This paper starts from the following problem: How is the Special Education policy configured from the perspective of inclusive education in the Municipal Education System of Conceição da Barra, ES? The focus on the municipal system is justified by the importance that municipalities have assumed when discussing the responsibility for management in the provision of schooling, especially in the initial stages of this process. To answer this question, the following objective was defined: to analyze the configuration of the Special Education policy from the perspective of inclusive education in the Municipal Education System of Conceição da Barra, ES. The research has a qualitative approach carried out through a case study in the Municipal Education System using the following methodological strategies: document analysis, semi-structured interviews with a technician from the municipal education department, a pedagogue, a principal with students with disabilities enrolled in the school and with members of the Municipal Education Council. The data were analyzed based on the transcription of the interviews and categorization of the information obtained. The results indicate that the Special Education policy in the Municipal Education System is fragmented, with regulatory gaps and divergent practices, compromising the uniformity of inclusive actions. The lack of formal regulation makes inclusion dependent on specific initiatives and individual interpretations of the individuals involved, revealing unequal power relations and a lack of articulation with national guidelines. It is concluded that restructuring local policy, with the creation of regulations aligned with inclusive practices, is essential. The municipal education council stands out with its role of great relevance in the intention of ensuring educational policy, with great decision-making potential in public education policies