A política de educação especial de Venda Nova do Imigrante – ES no contexto da educação infantil: desafios e possibilidades
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Data
2024-07-12
Autores
Gonçalves, Cinthia do Carmo
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Universidade Federal do Espírito Santo
Resumo
This study aimed to unveil and problematize the process of implementing public policies for special education in a public preschool in the municipality of Venda Nova do Imigrante, ES. To this end, we defined the following specific objectives: to characterize the policies and actions developed by the Municipal Education Department of Venda Nova do Imigrante, ES, to ensure the right to access, permanence, and learning for children who are the target audience of special education in early childhood education; to identify the accessibility and resources available for the effective implementation of public inclusion policies for special education target audience (PAEE) children in the researched school; and to analyze the materialization of educational policies directed at children with disabilities in the researched school. The theoretical foundation is based on the assumptions of historical-dialectical materialism, which underpins historical-cultural psychology and historical-critical pedagogy. This approach allowed us to understand the development of humanity and the social function of the school. The research is characterized as qualitative in nature, following a case study methodology. For data collection, we conducted a bibliographic review, document consultation, and semi-structured interviews with the coordinators responsible for the Pedagogical Coordination of Specialized Educational Assistance and Early Childhood Education of Venda Nova do Imigrante, ES, teachers of regular classrooms who have PAEE students enrolled in their classes, the Specialized Educational Assistance (AEE) teacher in the Multifunctional Resource Room (SRM), the pedagogue and director of EMEI Manacás, and maintained a field diary throughout the field research. The results highlight the municipality's efforts to establish quality education for children with disabilities. However, there is an evident presence of neoliberalism in the organization of municipal documents that guide municipal education in general. Additionally, the lack of intersectoral dialogue hinders collaborative work. We argue that to advance the implementation of inclusive education in the context of early childhood education, it is necessary to reflect on and reorganize continuous training policies, promote greater autonomy for schools and teachers, and improve communication and coordination between sectors and professionals. Implementing special education policy in early childhood education involves adopting a dynamic and collaborative view of the teaching and learning processes for children with disabilities.
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Educação especial , Educação infantil , Políticas públicas