“As classes especiais na escola regular sob a ótica da educação inclusiva”: o caso do CIEP 10.19.502 Maestro Heitor Villa Lobos

Abstract

This master's thesis is developed from the motivation of the author who, upon having contact with special education at CIEP Maestro Heitor Villa Lobos of the municipal regular education network of Rio de Janeiro in the neighborhood of Santa Cruz, sought to know the reality of special classes from the perspective of inclusive education, through the recognition of the subjects who work in regular education, their trajectory, training and conceptions about the inclusion process. The general objective was to Analyze the role of CIEP Maestro Heitor Villa Lobos Special Classes in the context of the inclusive paradigm that asserts that students with special educational needs must be included in common classes. We were based on the authors Carvalho (2007), Cunha (2015), Mantoan (2003), Stainback & Stainback (1999), Lima (2006), Sassaki (1998), Glat, Pletsch and Fontes (2007), Rodrigues (2006) , among others, because it is necessary to understand the principles that govern an inclusive school, taking into account the need to rethink the pedagogical practices of everyday school life, aiming at strengthening the inclusion, permanence and development of students with special educational needs. Therefore, we opted for a case study of a research with a qualitative approach that presents data from the analysis of the research carried out at CIEP Maestro Heitor Villa Lobos. The target audience of the research were 15 educational agents who sought to reference or not the reality of special classes in which their conceptions were discussed in order to understand the proposal of inclusive education and the advance/regression of public policies for the inclusion of people with educational needs specials. It is considered that, given the current scenario, in the period between 2018 and 2021, in which teacher education still does not cover the inclusion process in a broad way, as well as the lack of adequate structure of regular schools, in its role of inclusive public policies. It is important to emphasize the complexity of conducting a survey at a time like the one we are facing due to the new Corona Virus (COVID-19) pandemic that still plagues us in mid-2021. It is urgent that we rethink inclusion policies, within the scope of the Public Power and of the entire school community, in order to implement an education capable of including all individuals