EDUCAÇÃO INCLUSIVA EM GOIÁS: PONTOS E CONTRAPONTOS

Abstract

This dissertation, required for the conclusion of Master's in Education, from the Postgraduate studies of College of Inhumas - PPGE/ FacMais, is the result of a investigative study which had as it's main theme the Inclusive Education. For development purposes of this research, it was considered the premise that inclusion in the educational environment must occur in a way that everyone has the possibility of being taken in and to interact among others. Thus, this work's main objective is: to explain the historical path of implementation of inclusive education in Goiás, analyzing the advances and setbacks that ensured its current configuration. The specific objectives were: reflect on the process of democratization in Brazil and the history of public policies for school assistance of people with disabilities; to understand the historical course of laws and regulations that contributed to establishing education in an inclusive perspective in Brazil and, more specifically, in Goiás; to explain the changes that configure the current proposal for Inclusive Education in Goiás. To achieve the purpose of this investigation, a literature search was carried out identifying the authors who could contribute to the data analysis. And, in this regard, the main authors used in this research were: Freire (1996), Tiballi (2003), Gomes (2019), Mantoan (2003), Reis (2006), Saviani (1991), Vigotsky (1991), and others. Complementing the methodological choices, documental research was defined as a necessary condition for carrying out this study, considering this type of research as fundamental when it comes to public policies. As for organization, the text is divided into an introduction; chapter One; chapter Two; and chapter three. The first chapter deals with the historical retrospective of inclusion in Brazil. The second presents the guidelines for special education sanctioned between 2010 and 2020. And, the last chapter describes the history of inclusion in the state and presents the legitimate data on enrollments throughout the state of Goiás and Brazil. The research considered the trajectory of inclusion in schools, highlighting the changes that occurred over time: changes in the discourses in the area; the definition of education as a right, electing the school as a privileged space for the education of students with disabilities; special education is no longer constituted in a parallel and substitutive way for common education; the conception of special education as a transversal modality at all levels and modalities of teaching; the possibility of offering the SES in specialized institutions; the understanding that the resource rooms are the spaces in which the SES must be carried out and the search for adequate training for special education teachers.