Políticas públicas e educação especial : organização e oferta por redes municipais do norte do Espírito Santo

Abstract

This dissertation investigates the organization of the provision of Special Education in four municipal education networks under the jurisdiction of the Regional Education Superintendency of Nova Venécia/ES. In methodological terms, it adopts a predominantly qualitative perspective, using the Focus Group technique and semi structured interviews with representatives of education networks. We complemented this with the reading of notices, laws, guidelines for Special Education, and thus obtained the data and information that made it possible to describe the organization of the provision of Special Education, the impasses they are going through and the paths they have taken to overcome them. The organization of Special Education in the Espírito Santo State Education Network was described as it presents itself as the macro context and exerts influence on the organization of municipal networks. Ball and Mainardes' policy cycle allowed us to reflect on the analysis of data from participating municipalities. The main results indicate that the municipal departments have a sector, designated temporary or permanent professionals located to work with the organization of the provision of Special Education, but in different formats of composition, except for the figure of the pedagogue, common in all. They offer Specialized Educational Assistance as collaborative work in a regular classroom and in a resource room and, in addition to Special Education teachers, there are specialist/support teachers, caregivers and Special Education assistants, with different responsibilities. The organization of the provision of Special Education systematized in a document requires a commitment from the network to comply with it, offering equity and stability in the services offered in the face of new political management, which was not perceived where this document is not available. The exercise of democratic management must be promoted and exercised by education networks as a fundamental instance in the establishment of Education policies, primarily for the Special Education modality, which still lacks recognition and investment