A Implementação da Meta 4 do Plano Nacional de Educação (2014/2024) em 18 Planos Municipais de Educação no Estado do Amazonas

Abstract

This research gathered reflections from educational public policies in Amazonas state and it has been developed by means of Line 2: Educational public policies and regional development, from the Education doctorate, belonging to the Education Graduate Program at the Federal University of Amazonas, granted with a scholarship from FAPEAM. It has presented as main focus of studies, the educational municipal plans referred as the implementing of goal #4 of the NEP (2014/2024) in Amazonas state. It has sustained the hypothesis that such plans would have being neglected due to the current NEP implementation, it was sought to confirm or refute the suspicion by analyzing the National Policy on Special Education from the perspective of Inclusive Education (2008) and the Goal #4 of the National Education Plan (2014/2024), in what is referred to commitments on inclusive education in 18 cities in Amazonas. Thereunto, it was sought to understand the theoretical subsidies of the National Policy of Special Education on Inclusive Education Perspective (2008) which guide the municipal responsibility. It aimed to identify in the 18 surveyed municipal education plans in Amazonas which were the actions for Goal #4 operating on the National Education Plan (2014/2024). Finally, it was aimed to investigate the established interlocutions among the Amazonian Education Municipal Plans, on-the-spot interviews and the foundation of multifunctional resources classrooms in order to effectuate the implementation of the National Education Plan (2014/2024) in Amazonas. Through documents and field researches, some consonants/dissonants aspects on National, Regional and Local Legislation in what is concerned on the acquisition of faced challenges on Education Rights for the segment of people with deficiencies, global developmental disorders and high skills/giftedness, present/absent in the scenario of water and forest, as part of a diverse, controversial, divergent and heterogeneous mosaic. To achieve the proposed objectives, it was chosen a qualitative research, assuming a dialectical focus, based on Gramsci (2006b) and Sânchez Gamboa (2008), as they consider inclusion educational public policies, when effective, as an instrument of knowledge, resistance and struggle of people so far excluded as protagonists of their own histories, A semistructured interview script and photographic records of the multifunctional resources classrooms were used for collecting data. The interview was reserved to the Education Secretary and the ‘APMC’ President from the school counting the highest number of students attending the multifunctional resources classroom of the 18 selected cities as a study sample. As theoretical contribution for data analyses and the organization of the results into categories, Bardin (1977) was applied as it offers the theoretical base for the contents analyses. Data were interpreted in order to contrast with official documents references and the researched authors. From the literature of Gadotti and Romão (1993), Glat (1995), Cury (2002), Edler Carvalho (2006), Saviani (2011), Matos (2013, 2014), among others the theoretical base could be strengthened. Therefore, from tensions to ruptures, challenges and contradictions, consonants/dissonants, the study confirmed the Thesis that the researched cities are neglecting the due effectuation of Goal #4 of NEP (2014/2024), according to what is disposed on the National Special Education Policy on Inclusive Education Perspective (2008). As the main challenges of the Amazonian, the cities’ representatives consider lacking of financial resources for Inclusive Education, failures in accessibility and teachers academic training, the absence of partnerships among federal entities, the disarticulation between education and health and the families non effective participation in the education processes. Those factors once they are isolated or combined, they are aggravated by the Amazonian costs, which are territorial distances, climate, geographical, social, cultural, politics or socio-historical.