A política educacional inclusiva na educação infantil: análise da rede municipal de ensino de Maricá / RJ
Carregando...
Arquivos
Data
2022-10-31
Autores
Moraes, Júlia Coutinho Mafra de
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Estadual Paulista (Unesp)
Resumo
A educação inclusiva é uma perspectiva que defende o direito à educação para todas as crianças e estudantes às classes comuns do ensino regular, em igualdade de condições de acesso, permanência, aprendizagem e participação. O estudo das políticas públicas permite conhecer os elementos teóricos e metodológicos provindos da administração pública e da ciência política; discutir o processo e as regras destinadas à coletividade; e aprimorar o processo decisório e guia do gestor na tomada de decisão quanto as estratégias mais seguras e eficientes. O presente trabalho teve o objetivo de analisar a política educacional inclusiva, em especial para bebês, crianças bem pequenas e crianças pequenas público-alvo da educação especial, implementada na rede municipal de Ensino de Maricá/RJ nas instituições de Educação Infantil. A escolha desse município deu-se por ter sido eleito, em 2018, pelo Ministério da Educação (MEC), como a segunda melhor cidade do país no atendimento a crianças com necessidade de educação especializada (MARICÁ, 2018, p.1). O censo escolar da época (INEP, 2019) registrava um aumento significativo e crescente no número de estudantes e crianças com deficiência matriculados em centros de Educação Infantil e nas escolas regulares. Esta realidade suscitou o seguinte questionamento: quais políticas públicas foram implantadas no município que resultaram no aumento efetivo da inclusão na Educação Infantil? A metodologia adotada abrangeu uma pesquisa de natureza mista, quali-quantitativa, constituída por pesquisa bibliográfica, documental e estudo de caso. Foram realizados estudos sobre os paradigmas da Educação Especial, as políticas públicas educacionais inclusivas e os pressupostos da Educação Infantil, para que se pudesse compreender a temática estudada. A pesquisa focou na análise das diretrizes internacionais e nacionais, auxiliando a compreensão do cenário político e educacional do município de Maricá/RJ. Realizou a contextualização dos indicadores educacionais da rede municipal de ensino e aplicou questionários e entrevistas semiestruturadas com profissionais da Educação Infantil para elaborar a matriz SWOT da educação inclusiva de Maricá/RJ. A análise dos dados estatísticos, dos documentos orientadores da política municipal, das entrevistas e dos questionários aplicados contribuiu para a elaboração de um relatório consubstanciado do cenário político-educacional na Educação Infantil implantado no município, no último ano, produto final desta pesquisa. Os resultados apontaram caminhos para o fortalecimento e a expansão da Educação Infantil inclusiva e o fortalecimento das ações de construção de um sistema educacional inclusivo, começando pelas creches, bem como pontos de atenção a serem considerados pelos gestores na atualização do Plano Gestor ou no Plano Plurianual do município.
Inclusive education is a perspective that upholds the right to education for all children and students in regular classes, with equal conditions of access, retention, learning and participation. The study of public policies allows us to understand the theoretical and methodological elements originated from public administration and political science; discuss the process and rules for the collectivity; and improve the decision- making process and the guidance for the manager when decisions have to be made regarding more reliable and efficient strategies. The present research aimed to analyze the inclusive educational policy, especially for babies, very young children and young children, target audience of Special Education, implemented in the municipal education network of Maricá/RJ in Early Childhood Education institutions. This municipality was chosen because it was elected, in 2018, by the Ministry of Education (Ministério da Educação - MEC), as the second best city in the country regarding the care for children in need of specialized education (MARICÁ, 2018, p.1). The school census at the time (INEP, 2019) recorded a significant and growing increase in the number of students and children with disabilities enrolled in Early Childhood Education centers and regular schools. This reality raised the following question: what public policies were implemented in the municipality that resulted in the effective increase in inclusion in Early Childhood Education? The methodology adopted included a research of mixed nature, both qualitative and quantitative, consisting of bibliographic and documentary research and a case study. Surveys were carried out on the paradigms of Special Education, inclusive educational public policies and the assumptions of Early Childhood Education, so that the subject studied could be understood. The research focused on the analysis of international and national guidelines, helping to understand the political and educational scenario in the municipality of Maricá/RJ. The educational indicators of the municipal school system were contextualized, and questionnaires and semi-structured interviews were applied to Early Childhood Education professionals in order to develop the SWOT matrix of inclusive education in Maricá/RJ. The analysis of the statistical data, the guiding documents of the municipal policy and the interviews and applied questionnaires contributed to the elaboration of a unified report of the political-educational scenario in Early Childhood Education implemented in the municipality in the last year, the final product of this research. The results indicated ways to strengthen and expand inclusive Early Childhood Education and to strengthen ways of actions to build an inclusive educational system, starting with daycare centers, as well as particular aspects that require special attention and must be taken into account by managers in the update of the Management Plan or Multiannual Plan of the municipality.
Inclusive education is a perspective that upholds the right to education for all children and students in regular classes, with equal conditions of access, retention, learning and participation. The study of public policies allows us to understand the theoretical and methodological elements originated from public administration and political science; discuss the process and rules for the collectivity; and improve the decision- making process and the guidance for the manager when decisions have to be made regarding more reliable and efficient strategies. The present research aimed to analyze the inclusive educational policy, especially for babies, very young children and young children, target audience of Special Education, implemented in the municipal education network of Maricá/RJ in Early Childhood Education institutions. This municipality was chosen because it was elected, in 2018, by the Ministry of Education (Ministério da Educação - MEC), as the second best city in the country regarding the care for children in need of specialized education (MARICÁ, 2018, p.1). The school census at the time (INEP, 2019) recorded a significant and growing increase in the number of students and children with disabilities enrolled in Early Childhood Education centers and regular schools. This reality raised the following question: what public policies were implemented in the municipality that resulted in the effective increase in inclusion in Early Childhood Education? The methodology adopted included a research of mixed nature, both qualitative and quantitative, consisting of bibliographic and documentary research and a case study. Surveys were carried out on the paradigms of Special Education, inclusive educational public policies and the assumptions of Early Childhood Education, so that the subject studied could be understood. The research focused on the analysis of international and national guidelines, helping to understand the political and educational scenario in the municipality of Maricá/RJ. The educational indicators of the municipal school system were contextualized, and questionnaires and semi-structured interviews were applied to Early Childhood Education professionals in order to develop the SWOT matrix of inclusive education in Maricá/RJ. The analysis of the statistical data, the guiding documents of the municipal policy and the interviews and applied questionnaires contributed to the elaboration of a unified report of the political-educational scenario in Early Childhood Education implemented in the municipality in the last year, the final product of this research. The results indicated ways to strengthen and expand inclusive Early Childhood Education and to strengthen ways of actions to build an inclusive educational system, starting with daycare centers, as well as particular aspects that require special attention and must be taken into account by managers in the update of the Management Plan or Multiannual Plan of the municipality.
Descrição
Palavras-chave
Políticas públicas, Inclusão escolar, Educação especial, Educação infantil, Public policies, School inclusion, Special education, Early childhood education