Do direito à educação : a educação especial numa perspectiva inclusiva em Marilândia-ES
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Data
2025-12-10
Autores
Gabriel, Emilio
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Universidade Federal do Espírito Santo
Resumo
This study aims to investigate and analyze how the right to education has been implemented through educational policies and practices from an inclusive perspective for students identified as needing Special Education in the municipality of Marilândia-ES. The relevance of the topic lies in the fact that the right to education is not merely a theoretical debate about origins or foundations, but its materialization for students identified as needing Special Education in mainstream schools as an obligation of the State in promoting a society that moves towards equity in the conditions of material life. We used as a theoretical framework for the reflection and interpretation of the data produced, authors who address the historicity of rights, including the right to education, such as Norberto Bobbio and Carlos Roberto Jamil Cury, as well as Lev Semionovitch Vygotsky, in the interpretation of educational practices and for his political vision regarding inclusion. Our specific objectives were: a) to analyze official documents and municipal legal acts referring to Special Education and whether they influence the organization of this modality in the municipality; b) to understand and analyze the didactic-pedagogical organization of the municipality in order to verify the realization of the right to education for students identified as needing Special Education in daily practice; and c) to identify, through narratives, how educational practices have materialized – or not – the public policies underway in the municipality so that they converge towards the inclusion of students identified as needing Special Education in mainstream schools and, consequently, to guarantee the right to education. As a methodological approach, we used a qualitative case study, employing as data production strategies the documentary analysis of municipal laws and regulations related to Special Education and semi structured narrative interviews with professionals involved in this modality, from the Municipal Secretariat of Education – SEMED, to the schools. The data produced were transcribed and categorized, and analyzed in light of the historical-cultural matrix. We were able to ascertain, through the study, that there is a legal framework that guarantees the right of access and possible permanence of students identified as needing Special Education in mainstream schools, in addition to the existence of pedagogical practices adapted to the context of Special Education, which signals a concern with the right to learn of these individuals. However, there are issues to overcome, such as the need to create a sector to address the demands of Special Education, the revision of the Special Educational Resource Rooms (SRMs) in schools that offer Special Educational Needs support and their extension to Early Childhood Education, as well as overcoming the public-philanthropic/private relationship by prioritizing specialized institutions with human and financial resources coming from public administration
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Direito à Educação - Marilândia (ES) , Educação especial - Marilândia (ES) , Marilândia (ES) , Right to education , Special education