Políticas públicas para educação inclusiva em Guiné-Bissau: uma avaliação com foco na Federação das Associações de Defesa e Promoção dos Direitos das Pessoas com Deficiência

Abstract

This dissertation evaluates the public policies of inclusive education in Guinea-Bissau from the analysis of institutional, political and ideational context (CIPI), with emphasis on the role of the Federation of Associations for the Defense and Promotion of the Rights of Persons with Disabilities (FADPDPD). A qualitative approach is adopted, anchored in documentary and bibliographic analysis, using secondary sources (government documents, reports from civil society organizations, international conventions and academic literature), articulated with the condition of native researcher and the notion of ideational context as an interpretative key. The study shows that, although there are normative frameworks and plans aimed at the educational sector, inclusive education is still marked by institutional weaknesses and implementation limits, expressed in the insufficiency of instruments, resources and monitoring mechanisms, as well as in the persistence of social and cultural barriers. In the empirical-documentary sphere, the lack of political will, institutional barriers, absence of specific legislation, infrastructure and accessibility deficits, gaps in information and educational support (including adapted materials and teacher training), in addition to the non-compliance with internationally assumed commitments, stand out, composing a framework that compromises the realization of the right to education of people with disabilities. In this scenario, the FADPDPD appears as a relevant collective actor in the co-production of inclusion, by articulating the defense of rights and social awareness, aggregating more than 30 associations and focusing on educational opportunities, even though its initiatives face restrictions resulting from the limited participation and capacity of the public power.