Educação inclusiva: um estudo sobre o processo de inclusão escolar na rede municipal de ensino em Campina Grande

Abstract

This dissertation, entitled INCLUSIVE EDUCATION: a study on the school inclusion process in the Campina Grande's municipal network teaching, aims to study the Inclusive Education Policy in Campina Grande-PB's Municipal Network Teaching, analyzing how it concretely happens in practice. We sought to highlight the historical and economic determinants that drive the Brazilian Educational Policy and its close relationship with the neoliberal policies, the purpose was to understand the key elements that, directly, drive and bounce the inclusive education. The survey was conducted in two public elementary schools, of the first study years, in the urban area that attend their regular classes, the largest number of students with special educational needs (SEN) in the city. Were subjects of our study all teachers of these two schools that met in their common rooms SEN students. The research was developed using a quantitative and qualitative approach, and exploratory type. The methodological data collection procedures were: initial mapping, document analysis, questionnaires and semi-structured interviews. The assumed theoretical and methodological orientation is anchored in a critical-dialectical method, because we believe that it allows us to achieve a broader understanding of social reality. The study revealed the contradictions in education policy, since it determines the educational quality care to all SEN pupils and in practice it was possible to demonstrate that are not given the objective conditions for inclusive education be developed satisfactorily. It was found that a major obstacle to adequately serve these students in ordinary classroom remains the teachers' knowledge lack, they mostly have never had any kind of training and/or capacitation to teach these students. To sum it up, from the study realized, we believe that despite the inclusive education mean progress in terms of educational practices, since the nineties based on the principles of inclusion, we understand that it is a product of capitalist interests, conceived and organized by international organizations, which explains to us why it is so difficult the policy implementation. The research shows us the influence and interference of capital reorganization mechanisms, designed as coping strategies to capitalist crisis. We conclude affirming that inclusive education is a global reality. In Brazil, we have a legal and institutional framework in defense of considerable inclusive education, however, the way it is implemented in practice is not consistent with that inclusive education policy advocates. Although this type of education is of great importance for those who need, a lot of changes are necessary to it be in fact an inclusive quality education for SEN students. But we do not believe that such changes can be made within the capital's landmark.