A Política Nacional de Educação Especial: um olhar sobre a prática da educação inclusiva no Centro de Educação de Jovens e Adultos (CEJA) Maria Joélia de Carvalho Silva, no Município de PACAJUS-CEARÁ

Abstract

One of the major challenges concerning the current educational system is inclusive education. This means that in many poor countries, millions of children and adolescents have never been to a classroom. Nonetheless, we observe that the number of ideas and policies concerning inclusive education has been increasing as a means to overcome this problem. However, a quick research over this theme reveals crucial doubts about its practices and the policies necessary to put them at work. The goal of this study is to analyze the process of inclusive education at the CEJA Maria Joélia de Carvalho Silva, in the town of Pacajus-CE, from the perspective of its subjects who are the actual participants of the process. As for the theoretical foundation, we searched for authors who investigate the inclusion as well as documents that serve as a base to the inclusive education in Brazil. In order to carry out this research, we have adopted a qualitative research method, as for its objectives it is considered descriptive and for the technical procedures: the bibliographic research, documental research, field research, case study as well as the phenomenological method. For the field research we have administered an individual questionnaire to the members of the school management and the teachers of regular and multimedia classes. The analyses indicate that the conception and practices of either teachers and school management carry inclusive conceptions since they point to the necessity of both collaboration and articulation of those actors to consolidate the process of school inclusion. Although the teachers who work in the Educational Support Services can master the topic of inclusion, the regular teachers as well as the other professionals must be properly trained in inclusion. Another issue raised was that of accessibility, for it is important to reformulate the practices that ensure completely the right to learn for everyone. Thus, we consider that the joint action of those involved is the thread to consolidate inclusive practices at the school.