Avaliação da Política Nacional de Educação Especial na perspectiva da educação inclusiva: os obstáculos para promoção da inclusão

Abstract

This study aims to evaluate the National Policy of Special Education in the Perspective of Inclusive Education (PNEEPEI) in the context of Specialized Educational Assistance (AEE), with an emphasis on the obstacles faced by education professionals in the inclusion of students in the final years of elementary school in a municipal school in Fortaleza, Ceará, Brazil. The central issue of this investigation lies in the difficulties encountered by regular classroom teachers in effectively promoting the inclusion of students with disabilities, in accordance with the principles established by the current policy. The relevance of this study is justified by the need to analyze the implementation of PNEEPEI in the municipality, aiming to understand the barriers that compromise the effectiveness of school inclusion. Based on the aforementioned policy in the context of AEE, the research identifies the obstacles faced by professionals in the school routine to promote the education of students in the final years of elementary school in a municipal school in Fortaleza, Ceará. The research is characterized as basic, with a qualitative approach and exploratory nature. Methodological procedures included bibliographic review, document analysis, and field investigation. Data were collected through semi-structured interviews and non-participant observations, using audio recordings, observation scripts, field journals, and photographic records. Data analysis was conducted using the content analysis technique. The results highlighted, above all, gaps in teacher training due to lapses in applying the laws to the school reality. The main findings were: the importance of ensuring that education professionals have adequate working conditions, continuing education, and institutional support, including infrastructure, pedagogical materials, and teaching resources, in order to strengthen their pedagogical practices and promote effective school inclusion.