Crianças com deficiência de zero a três anos: dimensões legais, políticas e teóricas na Secretaria Municipal de Educação De Manaus

Abstract

The dissertation that we present here had as a general objective to analyze the legal, political and theoretical context of the attendance of children with disabilities in the age group of 0 to 3 years old carried out in the Municipal Education Department of Manaus. In order to respond to this objective, three specific objectives were outlined. understand the legal, political and theoretical dimensions, besides the guidelines for educational assistance to children with disabilities in the age group from 0 to 3 years old. To check, gender, chronological age, classification of disability, quantitative, district zone of children with disabilities from 0 to 3 years old enrolled in the Municipal Education network in the period 2019 to 2020. Identify the theoretical support and guidelines of the Municipal Education Department of Manaus for the educational assistance of children with disabilities from 0 to 3 years old. Characterized by the qualitative approach, the method of approach is epistemologically based on Dialectics and Historical-Critical Pedagogy. As procedures for data collection, we opted for document analysis, bibliographical research and field study. In this work, we present the final results of the research, where we seek to respond to the proposed objectives and guiding questions of this study. The results show that the education of children with disabilities from 0 to 3 years of age is a right guaranteed directly or indirectly, in national laws, policies and decrees and also in international documents to which Brazil is a signatory. It also reveals that, although much progress has been made in terms of legality, much still needs to advance in terms of the effective inclusion of children with disabilities from 0 to 3 years old in Manaus. That’s because the insignificant number of enrollment of these children in the municipal education network, a group composed in mostly by a population of boys, aged three years, complaining of childhood autism, most of them enrolled in schools in the Southern Division of SEMED/Manaus. In view of the data analyzed in this research, it can be seen that in the search for education for children with disabilities, it is evident that the dialectical relationship of inclusion/exclusion permeates the reality of Special Education in the municipal network of Manaus, thus indicating the inexpressive impact in the provision of Early Stimulation services.