O processo de inclusão de estudantes público da educação especial: um estudo de caso

Abstract

This research, developed within the Professional Master’s Program in Management and Evaluation of Public Education (PPGP), linked to the Center for Public Policies and Education Evaluation at the Federal University of Juiz de Fora (CAEd/UFJF), discusses the process of school inclusion of students who are the target audience of Special Education at Conexões do Saber State School. The study sought to answer the following research question: What are the experiences of Conexões do Saber State School regarding the inclusion of students who are the target audience of Special Education, and how are these experiences articulated with planning in the perspective of collaborative culture? The general objective was to understand the actions that have been implemented — or not — and to identify possibilities for collective articulation to ensure collaborative planning for students who are the target audience of Special Education. To achieve this purpose, the following specific objectives were established: i) to describe the context of Conexões do Saber State School and the processes related to the inclusion of Special Education students; ii) to analyze how school professionals (teachers and Basic Education specialists) understand the guidelines for Special Education from an inclusive perspective; iii) to identify the elements that are present — or absent — in the articulation of school professionals to ensure the educational processes of collaborative work; iv) to analyze the potentialities and gaps in the processes of articulation and dialogue aimed at developing collaborative planning for the inclusion of Special Education students; v) to propose actions that enable school management to promote articulation among different educational actors, considering that the inclusion process is an institutional action of collective responsibility. The theoretical framework was based on authors who address school inclusion and collaborative culture, such as Beyer (2013), Duarte (2013), Zerbato (2014), Vilaronga and Mendes (2014), Glat (2018), Pereira (2019), Capellini and Zerbato (2019), Hudson (2020), Hudson and Borges (2020), Vioto and Vitalino (2020), Aragão (2024), Pletsch (2024), and Costa and Camargo (2024). The methodology adopted was qualitative, using documentary analysis, bibliographic research, and the application of a structured questionnaire to teachers and the supervisory team, totaling forty participants. The results revealed that, at Conexões do Saber School, educational actors face difficulties in appropriating the documents that regulate public policies on inclusion. In view of this scenario, an Action Plan was developed, structured around strategies and interventions aimed at supporting school professionals and promoting a more effective understanding of inclusion policies.