Educação, inclusão e tecnologia assistiva: dimensões políticas implementadas nas escolas públicas pela Secretaria Municipal de Educação de Manaus/Am

Abstract

This study was carried out with the objective of analyzing the implementation of public policies related to the resources of Assistive Technology (AT) of Low Cost in the schools of the Manaus Municipal Secretariat and was funded by the Coordination for the Improvement of Higher Education (CAPES) and Amazonas State Research Support Foundation (FAPEAM). It is a documentary and field research, which assumed the Marxist dialectical perspective of the relationship between school and society. Due to the fact we understand, from the Historical-Critical Pedagogy (SAVIANI, 2013, 2018, 2021) the importance of educational work, but also the limits and determinations of social conditions, in which the school is historically situated. A semi-structured interview script was used for data collection. Multifunctional Resource Room (MRRs) teachers and common teaching room teachers were interviewed, who work with the same students using low-cost Assistive Technology. The data was organized in thematic axes by Content Analysis (BARDIN, 2016). From this perspective, the analysis sought to evidence the presence and/or absence of elements related to the implementation of TA in schools and what this presence and/or absence means for the chosen analytical objective. The results of the study indicate the absence of articulated work among teachers of MRRs and teachers of the common teaching rooms, the absence of availability of school materials and low-cost pedagogical resources, either by providing the ready resources or offering the supplies for these resources to be produced in the school, even if this refusal to provide AT (by action or omission) is considered according to the Brazilian Inclusion Law – 13,146 of 2015, art.4, cap. I, crime of discrimination against a person with disabilities. Additionally, we also identified the lack of availability of formative processes or the availability of pseudoformations, which make it impossible for teachers to understand about the problematization of the students' social needs, as well as their instrumentalization for educational work with AT aiming at motor, sensorial and communicational accessibility of students with disabilities and AT in a historical-critical perspective. In this sense, the absence and/or insufficiency of low-cost AT supplies and the absence and/or availability of pseudoformations indicate the confirmation of our proposition that the Manaus Municipal Secretariat is neglecting what national public policies say (National Policy of Special Education from the perspective of inclusive education, Resolution 4 of 2009, Law 13.146 of 2015 and Resolution 11 of 2016 of the Municipality of Manaus, which recommend the availability of AT in schools, as well as formative processes for Teachers of SES and common teaching room teacher for educational work with these resources. This finding also indicates the contradiction between the said in the policies and what is being experienced in the schools of Manaus, characteristic of neoliberalism that on the one hand announces in the speech the rights of people with disabilities, but on the other it empties the budget destined for social policies, on the grounds of unnecessary spending. Therefore, even understanding the limits and determinations imposed by a capitalist model society, we defend the SES and its possibility of providing AT as mediation of the process of school inclusion of students with disabilities and ASD as an achievement acquired in the journey of struggling for an inclusive education committed with the objective of enabling these students to recognize themselves as subjects who are aware of their historical and social reality. By this, it is urgent to fight for the accessibility announced in the letter of the law to be actually experienced in Manaus schools.

KEYWORDS: Education. Special Education from the perspective of Inclusive Education. Assistive Technology. Inclusive Education Public Policies.