Todas as crianças são especiais, discussão sobre educação inclusiva: do capacitismo à Política Nacional de Educação Especial na perspectiva inclusiva no ensino municipal infantil

Abstract

This research deals with the school theme of students with special needs, disability and global development disorders in municipal children's education, with the National Policy on Special Education in Inclusive Perspective (PNEE) as a guideline. The purpose of this study is to analyze the implementation of the National Policy on Special Education in the Inclusive Perspective based on a case study in children's education in the city of Lavras, Minas Gerais and propose solutions to the problems identified. In order to deal with this perspective, theoretical and historical foundations on child education in Brazil, special education in Brazil, the guidelines of the National Policy on Special Education in the Inclusive Perspective, networks and analyzes of public policies and discussions on Capacitism are used. The data collection was done through interviews, documentary and bibliographical research, aiming to know the actors involved in the execution of the policy and to know how it works at the municipal level. Through these data it was possible to perceive that the PNEE has been well executed in the Municipal Centers of Early Childhood Education with the aspect of reinforced inclusion. As for solutions to some of the problems encountered, more possibilities for partnerships are offered for the offering of therapies, strategies for approaching families in order to reduce resistance to treatments that may contribute to the child's development, to take the aspect of inclusion as well performed within the out-of-school units, in order to disseminate this behavior, re-evaluate spaces within the units that can be better utilized and reduce mobility barriers, and finally the training of the actors involved, especially teachers and monitors of early childhood education , as well as actions for the valorization of this professional to attract him to special education. Thus, the present study has contributed to the inclusion of special education in children's education, which may influence other researches beyond basic education, and show public managers what the strengths are to the limitations found in order to be analyzed and rethought for improvements.