Avaliação da política de inclusão por meio do Atendimento Educacional Especializado na rede pública de educação básica de Fortaleza na percepção das famílias

Abstract

This study aims to evaluate the school inclusion policy implemented within the framework of Specialized Educational Assistance (AEE), based on the perceptions of families of children with disabilities attending a public school in Fortaleza, Ceará, Brazil. The research is organized around three main axes aligned with its specific objectives: first, the reconstruction of the institutional trajectory of the National Policy for Special Education in the Perspective of Inclusive Education, with particular attention to the strategies employed by the Municipal Department of Education; second, the identification of the profile of students served by the AEE in the municipal school system; and third, the analysis of families’ perceptions regarding their integration as beneficiaries of inclusive education policies. The theoretical framework combines classical pedagogical foundations with contemporary contributions that problematize the tension between hegemonic and counter-hegemonic policies in the field of school inclusion. This analytical base seeks to highlight the main challenges faced by public schools in Fortaleza, particularly regarding infrastructure limitations and gaps in the continuous professional development of educators. Furthermore, it aims to guide the construction of strategies that promote effective inclusion, fostering the active participation of students with disabilities and their families in the educational process. The methodological approach adopted is qualitative, descriptive, and applied, allowing the integration of quantitative data with interpretative analyses grounded in critical educational theories. Field data will be collected through interviews and direct observation, recorded in field journals, and systematized using content analysis (Bardin, 2002). As an analytical framework, the study employs the Depth Evaluation approach proposed by Rodrigues (2008, 2011a), further developed by recent authors such as Torres Júnior et al. (2020) and Oliveira & Costa (2023), to examine the temporal and spatial dimensions of inclusion policies and to compare official discourses with field data, thereby expanding understanding of the meanings of inclusive education. The study is expected to contribute to the improvement of inclusive education practices and policies, providing theoretical and empirical insights for the development of a more equitable educational system, in which the AEE plays a transformative role in students’ development.