Educação e deficiência no Tribunal de Justiça do Estado de São Paulo: elementos para uma leitura crítica
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Data
2021-02-25
Autores
Arantes, Isabella Branquinho
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
O presente trabalho busca efetuar uma análise crítica da jurisprudência do Tribunal de Justiça do Estado de São Paulo, nos anos de 2016 a 2019, em matéria de educação inclusiva, entendendo, assim, as motivações das decisões do Tribunal e explorando a atuação deste órgão na judicialização das políticas públicas de educação inclusiva. Para tanto, pontua a construção da cidadania da pessoa com deficiência, principalmente no que tange o exercício do direito à educação, e analisar a legislação correlata ao direito à educação da pessoa com deficiência, do direito brasileiro e em documentos internacionais. Objetiva, também, conhecer o trabalho de atores, autoridades e instituições civis que trabalham diariamente na matéria de educação inclusiva, trazendo a experiência do Instituto Rodrigo Mendes para a pesquisa. Outrossim, tem como objetivo levantar, dentre todos os instrumentos normativos, quais são as políticas públicas implementadas no país visando à plena consumação do direito à educação da PCD, a fim de averiguar a efetivação destas políticas por meio da judicialização de demandas individuais, chamando a atenção dos responsáveis para a incongruência entre a teoria (normas) e a realidade (cotidiano). Para tanto, traz, por meio de entrevista semi-dirigida qualitativa, conhecimentos em matéria de inclusão e educação do Instituto Rodrigo Mendes, acrescentando uma perspectiva não-jurídica a esta pesquisa jurídica, com o objetivo de complementar a pesquisa bibliográfica apoio do problema de pesquisa. A fim de entender como o Tribunal de Justiça aplica as legislações de educação inclusiva, se propõe a pesquisa jurisprudencial junto ao Tribunal de Justiça do Estado de São Paulo, nos anos de 2016 a 2019, verificando quais foram as demandas promovidas por pessoas com deficiência e seus familiares buscando a efetivação de seu direito à educação, catalogando-as pelo pedidos julgados nos acórdãos, buscando entender como se materializam as políticas públicas de educação inclusiva e destacar a atuação deste órgão na promoção desta.
The present work seeks to carry out a critical analysis of the jurisprudence of São Paulo Court of Justice, in the years 2016 to 2019, in terms of inclusive education, thus understanding the motivations of the Court's decisions and exploring the performance of this body in the judicialization of public policies on inclusive education. To this end, it punctuates the construction of citizenship for people with disabilities, especially with regard to the exercise of the right to education, and to analyze the legislation related to the right to education for people with disabilities, under Brazilian law and in international documents. It also aims to know the work of actors, authorities and civil institutions that work daily in the area of inclusive education, bringing the experience of the Rodrigo Mendes Institute to the research. Furthermore, it aims to raise, among all the normative instruments, which are the public policies implemented in the country aiming at the full consummation of the right to education of the PCD, in order to ascertain the effectiveness of these policies through the judicialization of individual demands, calling the attention of those responsible for the incongruity between theory (norms) and reality (everyday). To this end, it brings, through a semi-directed qualitative interview, knowledge in matters of inclusion and education at the Rodrigo Mendes Institute, adding a non-legal perspective to this legal research, with the aim of complementing the bibliographic research supporting the research problem. In order to understand how the Court of Justice applies inclusive education legislation, case law research is proposed with São Paulo Court of Justice in the years 2016 to 2019, verifying what were the demands made by people with disabilities and family members seeking the realization of their right to education, cataloging them according to the requests judged in the judgments, seeking to understand how public policies for inclusive education materialize and highlight the role of this body in promoting it.
The present work seeks to carry out a critical analysis of the jurisprudence of São Paulo Court of Justice, in the years 2016 to 2019, in terms of inclusive education, thus understanding the motivations of the Court's decisions and exploring the performance of this body in the judicialization of public policies on inclusive education. To this end, it punctuates the construction of citizenship for people with disabilities, especially with regard to the exercise of the right to education, and to analyze the legislation related to the right to education for people with disabilities, under Brazilian law and in international documents. It also aims to know the work of actors, authorities and civil institutions that work daily in the area of inclusive education, bringing the experience of the Rodrigo Mendes Institute to the research. Furthermore, it aims to raise, among all the normative instruments, which are the public policies implemented in the country aiming at the full consummation of the right to education of the PCD, in order to ascertain the effectiveness of these policies through the judicialization of individual demands, calling the attention of those responsible for the incongruity between theory (norms) and reality (everyday). To this end, it brings, through a semi-directed qualitative interview, knowledge in matters of inclusion and education at the Rodrigo Mendes Institute, adding a non-legal perspective to this legal research, with the aim of complementing the bibliographic research supporting the research problem. In order to understand how the Court of Justice applies inclusive education legislation, case law research is proposed with São Paulo Court of Justice in the years 2016 to 2019, verifying what were the demands made by people with disabilities and family members seeking the realization of their right to education, cataloging them according to the requests judged in the judgments, seeking to understand how public policies for inclusive education materialize and highlight the role of this body in promoting it.
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Palavras-chave
Pessoas com deficiência, Direito à educação, Cidadania, Judicialização, People with disability, Right to education, Citizenship, Judicialization