A Gestão Educacional na perspectiva da Educação Inclusiva no Município de Manaus

Abstract

This research support by Fapeam, analyze the organization of the Educational Management of the Municipal Department of Education of the Municipality of Manaus-Semed to attend the Special Education students in relation to the National Policy of Special Education in the Perspective of Inclusive Education (PNEEPEI) of 2008, as well as the guiding factors that comprise it as the educational and pedagogical policy related to its structure and functioning for the access and permanence of said students. In this way, PNEEPEI 2008, brings the referential for inclusive education and advocates the right of all students to learn together and without any discrimination, in this context ensures Special Education students access and stay in school and Specialized Educational Attendance (EEA) with a view to promoting their learning and eliminating barriers that impede such access such as architectural, curricular and attitudinal barriers. The construction of the study was based on a qualitative approach, whose data collection used documents guiding public education policies both nationally and Semed, as well as material resulting from a bibliographical survey. The theoretical basis was based on authors such as Carvalho (2008), Silva (2015), Libâneo (2011), Luck (2013), Paro (2011), Pletsch(2011), Glat (2011), Veiga Prieto (2002). The documents were analyzed in the light of the National Policy on Special Education in the perspective of Inclusive Education of 2008. The following documents that govern Municipal Education and Inclusive Education were analyzed: Resolutions No. 038/2015 and No. 011/2016, in addition to the Pedagogical Political Projects (PPP) of seven schools that include the target audience of Special Education in the municipality.The results indicate that the Public Education Network of the Municipality of Manaus presents in the last year increasing enrollment of Special Education students, in 409 of the 491 schools that the municipal network has. Regarding the educational and pedagogical policy for the attendance of students with special educational needs, it was verified that Semed is based on PNEEPEI of 2008, however discrepancies in the adoption of the Policy are identified as Semed continues to maintain classes and special school despite the clear guidance of PNEEPEI that the attendance to such students should happen in Multifunctional Resource Rooms. It was also identified the absence of a solid proposal for the continuous training of education professionals to act in the perspective of inclusive education. Regarding the analysis of the PPPs of the seven schools that attend the public of inclusion, it was verified that without six of them there is no mention to the normative documents about inclusion. In no PPP there is definition of the target public of the special education, just as it does not exist Specification regarding the structuring of the Specialized Educational Assistance (AEE). With regard to the training of teachers and managers, this document does not indicate how such training will take place or how often it will occur. These findings indicate the need for actions that are not limited to the enrollment of students with special educational needs in the regular schools, but rather the structuring of adequate management measures and planning that allow the inclusion of these students and their stay in school with measures aimed at students and not their disability. They also aim at improving the training of education professionals who serve this public.