Avaliação da política de educação inclusiva na rede municipal de ensino em Fortaleza: o papel das salas de recursos multifuncionais

Abstract

This dissertation examined how Multifunctional Resource Rooms (MRRs) contribute to the implementation of the Inclusive Education Policy within the Municipal Education Network of Fortaleza (RMEF), taking as an exemplary case a public school located in Regional District 6. The study is situated within the field of policies aimed at democratizing access to and permanence of students with disabilities in schools, acknowledging that school inclusion is permeated by tensions between what is prescribed in regulations and what is experienced in everyday practices. Grounded in a qualitative, participatory approach, the research was structured as a case study guided by In-Depth Evaluation (Rodrigues, 2008; Gussi & Oliveira, 2016), understood not as a measurement instrument but as an interpretive and critical approach to public policy analysis, supporting a counter-hegemonic perspective of evaluation. This perspective made it possible to analyze the Inclusive Education Policy of the Municipality of Fortaleza across three axes, content, context, and institutional trajectory, allowing for the apprehension of meanings, contradictions, and mediations present in the MRRs, where Specialized Educational Services (SES) are developed in everyday school life. The theoretical framework encompassed the foundations of public policies and the historical and social trajectory of Special Education in Brazil and in the state of Ceará, grounded in the social model of disability (Diniz, 2007). The results indicated that the MRRs, as spaces for the provision of SES, function as instances of pedagogical mediation and support for inclusive schooling, being recognized as institutional devices that contribute to the development of autonomy and learning among students who are the target population of special education. However, the in-depth evaluation revealed that the consolidation of the municipal policy still faces structural and organizational constraints, as well as limitations within the institutional routines of service provision. It is concluded that the consolidation of the Inclusive Education Policy in the RMEF requires overcoming institutional fragmentation and building intersectoral articulation among education, health, and social assistance sectors.