POLÍTICA DE EDUCAÇÃO INCLUSIVA EM PELOTAS: Percepções e interpretações dos responsáveis pelos alunos com deficiência incluídos nas escolas regulares municipais

Abstract

In recent years, the Brazilian social policies have broadened their discussions about social inclusion. In the field of educational policy, educational inclusion is being promoted primarily through the perspective of inclusive education, so it tries to bring to the school environment all those who had the mark of social exclusion, such as the disabled person. In 2007 was formulated the special education policy from the perspective of inclusive education; from this moment all counties are being invited to organize their educational systems through this perspective. Thus, the municipality of Pelotas deploys this policy by organizing and empowering the schools so they can cope with this new way of understanding education. Given the importance and the challenge of achieving this social policy, this study aimed to verify how the implementation of special education policy from the perspective of inclusive education has been perceived by parents / guardians of students with disabilities in the regular municipal elementary school of Pelotas, in order to contribute to the improvement and discussion of inclusive educational policies aimed at this group. To reach this goal a qualitative approach research has been made that used the mathematical method for calculating the sample, guided by the critical dialectical method. For data collection were conducted semi-structured interviews with parents / guardians of students with disabilities in mainstream urban city of Pelotas. The research allowed to realize that the implementation of inclusive education policy in Pelotas is impeded mainly due to shortage of material and human resources available in mainstream schools, which obstructs the permanence and participation of children / adolescents with disabilities in these schools. It was found that, in general, the parents believe that the schools where their children are enrolled were accessible to students with disabilities. Although most of the respondents had considered appropriate the physical accessibility in the schools (62.5%), a significant percentage highlighted difficulties in this regard. The areas which had reported greater accessibility were respectively classrooms, library and ways to inside in the school (82.5%, 75% and 70%). Most of the respondents had considered appropriate the physical accessibility in the schools (62.5%). The greatest difficulties were attributed to lack of accessibility in transport (77.5%) and related to the linguistic aspect (62.5%). Furthermore, it was possible t o observe the engagement between managers and professionals linked to education; in this sense, there was an expressive fighting for the policy objectives are materialized. Finally, it was found that despite all the difficulties, most responsible pointed this policy as an important achievement, though it is being developed recently, it represents a step forward in guaranteeing the right to education of these subjects