As medidas de apoio para as pessoas com Transtorno do Espectro Autista nas escolas públicas na cidade de São Paulo : análise a partir do direito e da educação brasileira e portuguesa comparados

• Ano de defesa: 2019
• Autor(a) principal: Tibyriçá, Renata Flores
• Orientador(a): D' Antino, Maria Eloisa Famá
• Banca de defesa: Carreiro, Luiz Renato Rodrigues , Araújo, Luiz Alberto David , Mendes, Enicéia Gonçalves , Santos, Mariana Chies Santiago
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Presbiteriana Mackenzie
• Programa de Pós-Graduação: Distúrbios do Desenvolvimento
• Departamento: Centro de Ciências Biológicas e da Saúde (CCBS)
• País: Brasil
• Palavras-chave em Português: educação; direito; políticas públicas; autismo
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://dspace.mackenzie.br/handle/10899/24572

The policy of school inclusion of people with disabilities, including people with autism spectrum disorders, is one of the most current issues considering increase of enrollment of students with disabilities. Despite of enrolled, fathers and mothers of people with ASD complain about the lack of adequate care in schools and that their children in fact are excluded. Brazilian legislation, especially the International Convention on the Rights of Persons with Disabilities and the Brazilian Law on the Inclusion of Persons with Disabilities, provide some principles and guarantees for students with disabilities, including students with ASD. Thus, this thesis aims to describe and analyze comparatively the policy of school inclusion for people with autism spectrum disorder in different instances of the governments of Brazil (federal, state and municipal) and Portugal. In this way, the research makes a comparative study, based on documentary research of legislation, the policy of support measures in public schools, as well as the procedure of granting these measures, for people with ASD in Brazil, the State and the Municipality of São Paulo, and in Portugal. It also elaborates a structured interview script for application in education managers to identify the support measures available and the procedure for their granting in public schools in the city of São Paulo. And it also makes a descriptive study and a field study of the measures of support and the procedure of granting these measures of a region of the city of São Paulo. It is a qualitative, mixed research that has been divided into three parts. The first was the collection of data from legislative documents regarding support measures and procedures for granting them to public and state public schools for persons with autism spectrum disorders under Brazilian law, including those of the State and of the Municipality of São Paulo and Portuguese legislation and analysis of these data with the elaboration of flow charts and comparative table in order to identify similarities and differences. The second was the elaboration of a structured interview script about the available support measures and the procedure for granting them to public schools in the city of São Paulo for application with managers at three levels. And the third, the identification of state and municipal public schools in a region of the city of São Paulo and analysis of data contained in the letters sent to the State Secretariats of Education and Education of the Municipality of São Paulo and the responses to the structured interview script prepared from the support measures that must be made available to eliminate / overcome barriers, as well as the procedure for granting the measures, according to Brazilian legislation and applied with managers. The results indicated that there are differences between Brazilian and Portuguese legislation, the latter being much more detailed and with many guidelines, providing for a specific procedure to grant measures to support learning and inclusion. In addition, the data from the offices and the interviews brought important information that complemented the analysis of the legal texts. Thus, it is concluded that Brazilian legislation does not contain clear guidelines for school inclusion. Faced with this, there are barriers that are not overcome, leading to the judicialization of questions about support measures. The diagnosis of difficulties and knowledge of other legislation can contribute to the fundamental right to education of students with disabilities, especially students with ASD.