Alunos invisíveisentre a lei que inclui e a implementação que exclui nos municípios paulistas

Resumo

Educational inclusion is a well-established principle within the Brazilian legal framework and public policies. However, its implementation faces challenges, particularly in the identification of students who require specialized support. The absence of standardized guidelines during the implementation of local educational policies compromises this process, resulting in the exclusion of children who do not receive the necessary support for their learning and development. In this context, the present study investigates the criteria adopted by municipalities in the state of São Paulo to identify students in need of educational inclusion, as well as the implications of local practices in serving students with special educational needs. To this end, questionnaires were sent to 38 municipalities in the state of São Paulo. Of these, 30 belong to a specific Administrative and Governmental Region of the state, while the remaining 8, from different regions, were selected based on the Alfabetiza Brasil survey conducted by the National Institute for Educational Studies and Research Anísio Teixeira (INEP). These 8 municipalities had the lowest literacy rates among all municipalities in São Paulo. In addition to the questionnaires, data were collected on 565 second-grade elementary school students from 10 municipalities within the selected Administrative and Governmental Region. These municipalities were chosen based on the literacy rates reported in the Alfabetiza Brasil survey. The results indicate that, although national legislation does not require a medical report for access to inclusive resources, many municipalities still adopt this requirement, hindering access for students without a formal diagnosis. Furthermore, the study reveals barriers in the identification of special educational needs, compromising the implementation of inclusion policies and the equity of student support. This study provides a relevant contribution to the debate on school inclusion by highlighting the need for more consistent criteria in the identification and screening of students who require specialized educational support. In practical terms, it emphasizes the importance of continuous professional development for education personnel and the adoption of standardized protocols to promote greater equity and effectiveness in the implementation of educational policies. Additionally, it offers valuable input to oversight bodies, especially the Courts of Accounts (Tribunais de Contas), whose role is essential in monitoring the proper use of public resources. By exposing weaknesses in the management and execution of inclusive education policies, the study reinforces the strategic role of these institutions in improving public governance and fostering advancements in actions aimed at ensuring the right to education.

Ficha do documento

Tipo

Dissertação

Ano

2025

Instituição

Fundação Getulio Vargas

Fonte

Repositório da FGV

Idioma

Português

Acesso

Acesso aberto

Identificador

oai:repositorio.fgv.br:10438/36865

Temas

Políticas PúblicasAdministração PúblicaGovernançaEducaçãoGestão Municipal

Palavras-chave

Educação inclusivaAtendimento educacional especializadoAcesso à educaçãoEducação para necessidades especiaisInclusive educationSpecialized educational servicesAccess to educationSpecial needs educationAdministração públicaInclusão em educaçãoEducação inclusiva - São Paulo (Estado)Educação especialDireito à educação