Avaliação da Política Nacional de Educação Especial na perspectiva da Educação Inclusiva: um estudo sobre o Atendimento Educacional Especializado em Salas de Recursos Multifuncionais no distrito de Educação VI da prefeitura municipal de Fortaleza

Abstract

This study aims to evaluate the National Policy on Special Education from the Perspective of Inclusive Education within the context of Specialized Educational Support (SES), provided in Multifunctional Resource Rooms in the municipal school system of Fortaleza. The research was guided by the following question: How has the National Policy on Special Education from the Perspective of Inclusive Education, with regard to Specialized Educational Support offered in Multifunctional Resource Rooms, been implemented in practice? As a theoretical and methodological framework, the in-depth evaluation approach proposed by Rodrigues (2008) is adopted. In-depth evaluation is incorporated into this study as it represents an innovative perspective in the assessment of public policies. This proposal is particularly relevant insofar as it seeks to understand the investigated phenomena by systematically examining traditional policy mechanisms across their multiple dimensions. Special emphasis is placed on the analysis of the general determinations of the dialectics of policy, focusing on aspects related to effectiveness, context, and transformations of physical and sociocultural spaces, especially regarding the dynamics of change that permeate them. The research findings were analyzed according to the stages of the study design, including technical procedures, bibliographic and documentary research, and field research conducted through an online questionnaire administered in loco within the municipal education network of Fortaleza, specifically in District of Education VI, involving teachers from Multifunctional Resource Rooms. The results are expected to foster meaningful reflections among teachers, administrators, and other education professionals on the importance of effectively implementing Specialized Educational Support in accordance with the provisions of the National Policy on Special Education from the Perspective of Inclusive Education (PNEEPEI/2008). Additionally, the study may contribute constructively to the Municipal Department of Education (SME), supporting greater engagement among all actors in the school environment through the evaluation of the National Policy on Special Education from the Perspective of Inclusive Education (2008), particularly with regard to Specialized Educational Support in Multifunctional Resource Rooms.