A inclusão de crianças com deficiência nos anos iniciais em um município de Pernambuco.

Abstract

Approved by the World Conference on Education for All, Jomtien, Thailand, 1990. More than forty-two years ago, the nations of the world affirmed in the Universal Declaration of Human Rights that "everyone has the right to education." In 1989, one year after the Brazilian Constitution, our country ensured the inclusion of children with disabilities in the regular education system, guaranteed by Law No. 7,853/89, making the offer of Special Education in public schools mandatory and free. However, we still find today difficulties and lack of preparation of some school institutions to welcome and support students with disabilities to remain in the classroom. Therefore, the present research aimed to investigate how children with disabilities are included in schools in the early years in a municipality located in the Mesoregion of Agreste Pernambucano. We rely on authors such as; Santos (2016), Glat (2007), Mantoan (2003), Ferreira, Lima e Garcia (2015), Rodrigues (2018), Ropoli et al. (2010) among others. The methodology used was quali-quantitative. For data collection, questionnaires were applied to teachers from the municipal network, through Google forms®, as well as documental analysis of the Pedagogical Political Projects - PPP of the schools of the initial years and the Municipal Education Plan - PME. The results showed that although the PPPs and the PME deal with inclusive education, the reality found points in the opposite direction. It was identified that there is no dialogue between the regular classroom teacher and the AEE. Another relevant fact was that the AEE does not meet all the demand that the municipality needs, including lack of investment for the rural area, therefore, greater inclusive investment is needed within the municipality so that there is greater equity and that children can have a continuous reception throughout the school year.