Os desafios para a efetivação do direito à educação inclusiva: igualdade, diferença e deficiência nas escolas públicas municipais de Fortaleza (CE)

Abstract

It was examined inthis researchthe challenges to the implementation of the strategies of Goal 1 of the Special EducationSectionof the PME 2015-2025, considering thisas theobject parexcellence of the realization of the right to inclusive education enshrined in art. 24of the CIDPCD.Itwas also intended to talk about art. 24 of CIDPCD as theculmination of the inclusion’s paradigmin the view of aconceptual and normative historiography of disability and related terms.Next, itsought to investigate the projection of the conventional obligations of art. 24, paragraphs 2 and 3, in the PME 2015-2025.The theoretical framework that supports this analysis is organized in the following way: in Education, it was based uponthe studies of Pedagogy of Difference; in Sociology and Law, it considered the study of the American and British schools on Disability Studies and of what was understood as Ibero-American schools of disability (Estudios sobre la discapacidad), with reference in Agustina Palacios and in AsísRoig;in Political Philosophy, it alluded to critics of Rawls'scontractualTheory of Justice,considering above all the contributions of Eva Kittay, Martha C. Nussbaum, Patricia Cuenca and Anita Silvers.Methodologically, the researchisqualified as qualitative, with descriptive aspects and use of quantitative data. Field research was carried out including5 schools with the highest number of students with disabilities enrolled in each of the six educational districts, lasting from 01stFebruary to 28thJune 2017.It was considered a structured interview technique, with the application of forms, having as respondents in each of the 30 schoolsa team formed by the following subjects: Director, Coordinatorsand Teachers that work onthe SRM of the school.The empirical research was carried out in the context of a larger investigation, within the framework of the Working Group on Inclusive Education (GTEI), with the Public Ministry of Ceara. The investigation has revealed, firstly, that it is impossible to determine the degree of exclusion of people with disabilitiesinschool-age, indicating, in particular, only partial compliance with the terms of the PME 2015-2025 strategies.The most negative factors were the absence of the support professional and the state of the students' diagnostic process, revealing a need to prioritize them. Finally, it was identified a series of challenges that must be addressedin order to move towards the implementationof the goals and strategy’s contentof the PME 2015-2025, in accordance with what is established in the