SCHOOL INCLUSION: EFFECTS OF THE NATIONAL EDUCATION PLAN ON MUNICIPAL PLANS

Rigo, Neusete Machado; Oliveira, Morgana Maciel de

Acessibilidade / Reportar erro

Brasil

Español English

sumário « anterior atual seguinte »

Sumário

PUBLIC POLICIES, EVALUATION AND MANAGEMENT • Cad. Pesqui. 51 • 2021 • https://doi.org/10.1590/198053147304 copy

SCHOOL INCLUSION: EFFECTS OF THE NATIONAL EDUCATION PLAN ON MUNICIPAL PLANS

Authorship SCIMAGO INSTITUTIONS RANKINGS

Abstract

This article presents an analysis of the possibilities for public policy, at the national level, to develop into effective municipal policies. Discusses the operationalization of goal 4 of the National Education Plan in the Municipal Education Plans in relation to the continuing education of teachers for school inclusion. The methodology has a qualitative approach and constitutes the content analysis of the Municipal Education Plans. The results of the research indicate that the municipalities mostly propose training directed to teachers of Specialized Educational Assistance, to the detriment of those who work in regular classrooms. Thus, it is concluded that a Plans, in general, distance themselves from the construction of inclusive educational systems, and follow a special education concept centered on the Specialized Educational Assistance.

EDUCATIONAL POLICIES; EDUCATIONAL PLANNING; COUNTIES; CONTINUING EDUCATION

SME² 2 To mention the Municipal Education Plans of the 25 municipalities, we will use the expression SME1, SME2, SME3, and so on.	MUNICIPALITIES	SME	MUNICIPALITIES
SME1	Bossoroca	SME14	Roque Gonzales
SME2	Caibaté (não disponível)	SME15	São Borja
SME3	Cerro Largo	SME16	Salvador das Missões
SME4	Dezesseis de Novembro	SME17	Santo Ângelo
SME5	Entre-Ijuís	SME18	Santo Antônio das Missões
SME6	Eugênio de Castro	SME19	São Luiz Gonzaga
SME7	Garruchos	SME20	São Miguel das Missões
SME8	Giruá	SME21	São Nicolau
SME9	Guarani das Missões	SME22	São Paulo das Missões
SME10	Mato Queimado	SME23	São Pedro do Butiá
SME11	Pirapó	SME24	Sete de Setembro
SME12	Porto Xavier	SME25	Ubiretama
SME13	Rolador	SME26	Vitória das Missões

SME	STRATEGY
SME5	4.7) To promote, in collaboration with the State, throughout this SME, continued training of teachers for specialized educational services in urban and rural schools (p. 114).
SME8	4.4) Foster teacher training for the ESA from an inclusive education perspective (p. 71).
SME9	4.2) Establish, along this SME, multifunctional resource rooms and foster continued teacher training for specialized educational services in the municipality’s schools (p. 41).
SME10	4.2) To implement as needed, maintain and modernize, along this SME, multifunctional resource rooms and foster continued training of teachers for specialized educational services in the schools of the municipality (p. 36).
SME24	4.2) To maintain and expand, along this SME, multifunctional resource rooms and foster continued teacher training for specialized educational services in the municipality’s schools (p. 32).

SME	STRATEGY
SME1	4.3) To make education more meaningful and humanized, developing continuous training processes for managers, educators, students (people with disabilities or not) and family members (p. 52).
SME7	- Ensure in the Pedagogical Project of the schools the inclusion of care for students with special needs, offering in-service training to teachers in office (p. 38). - To continuously train all teachers in the school network so that all are able to serve students with special needs and high skills (p. 38).
SME15	4.9) To implement and expand . . . partnerships with IES [...] to maintain the work of Primary Education teachers with students with disabilities . . . paying special attention to the training and preparation of teachers in regular classes [...].
SME20	25.2) To ensure in the continuing education of basic education professionals, content related to the inclusion of people with disabilities, global developmental disorders, and high skills or over-gifted; using, including, the courses offered by the PAR, as well as in other distance education programs (p. 98).
SME26	4.5) Ensure continued in-service training for teachers with Special Education target-audience students in regular education classrooms, as well as for those serving in AEE classrooms (p. 50).

Fundação Carlos Chagas Av. Prof. Francisco Morato, 1565, 05513-900 São Paulo SP Brasil, Tel.: +55 11 3723-3000 - São Paulo - SP - Brazil
E-mail: cadpesq@fcc.org.br

Acompanhe os números deste periódico no seu leitor de RSS

[1] TRANSLATED BY Silvia Iacovacci^III