Políticas públicas educacionais inclusivas: a legitimidade da escolarização dos indivíduos com autismo nas escolas da SEDUC em Manaus

Abstract

This work aimed to identify which inclusive educational policies legitimize the assistance to students with autism and what contribution international and national documents have brought to the consolidation of these policies. The study proposes a search in the Ministry of Education in order to get to know the documents with the guidelines addressed to methodologically direct the schooling of individuals with autism. When analyzing the Pedagogical Political Project of state schools that offer specific educational assistance to students with autism, we verified the MEC guidelines for implementation and operationalization, including the National Law for the Protection of People with Autistic Spectrum Disorder (Law n. 12.764/12). It is a qualitative research of documentary, bibliographic analysis and field research. International, national, state documents and inclusive educational policies that deal with the right to schooling of individuals with autism served as the object of analysis. With regard to special and inclusive education, we used as a theoretical contribution the authors Pietro (2018), Garcia (2017), Baptista (2015), Fávero (2004), Bereohff (1991), Matos (2012; 2013), Adorno (2010), Marquezan (2009), Bobbio (2004), Bueno (2004), Saviani (2008), Alves (2011), Carneiro (2007), Bosa (2002), Orrú (2016; 2019), Schmidt (2013), Whitman (2015), Cunha (2016), Mantoan (2014), Capellini (2004) and Ropoli (2010). In the content analysis, we compared the research data, having as guiding thematic axes the relationship between the teacher of ordinary education and the teacher of specialized educational assistance in the multifunctional resource rooms and what is the position of the school manager on inclusive educational policies and their impact on the regional Amazonian context. The result of the research allowed us to understand the current state of inclusion of students with autism in SEDUC/AM, in addition to encouraging more research involving the themes of autism and inclusive educational policies in our state. Thus, the elements problematized in this study made it explicit that, in the schools surveyed, teachers in both ordinary education and in multifunctional resource rooms understand the mechanisms available at the MEC level as insufficient, and that SEDUC / AM lacks investments in the area. of continuing education and methodological subsidies to support the teaching work aiming at the effective schooling of students with autism in the context of school inclusion in SEDUC/AM schools in the city of Manaus.