O aluno com deficiência e o direito educacional na perspectiva inclusiva : um estudo sobre o atendimento educacional especializada em uma escola de São Paulo

Abstract

In Brazil, education is part of a set of fundamental social rights, guaranteed by the Federal Constitution of 1988, in its article 6. Understood as a right of all, it is the State's duty to ensure the realization of this fundamental right, constituting it as the subjective right of all the population, including people with disabilities, who, in 2017, represented 2.3% of students enrolled in the regular education network.In this way, the non-consideration of the singularities inherent in this public would call into question its quality as a subject of law. Considering that the right to education of people with disabilities is not limited to the access to a regular school, but also contemplates their permanence in this space with quality, it is necessary to investigate the Specialized Educational Attendance (SEA) that, through the provision of services, accessibility resources and strategies that eliminate the barriers to the full participation of the subject in the life in society, has the additional or complementary function in the formation of this student. In this sense, the present dissertation aims to verify the contribution of the SEA in guarantee the educational right in an inclusive perspective. In order to do so, It was initially verified what characteristics of this right and in sequence the attributes of SEA and the presentation of the qualities of education in an inclusive perspective based on legislation and scientific production.Consolidating this study, it was conducted a field research based on the pillars of the qualitative epistemology of González Rey, where four subjects directly related to the educational processes of a person with a disability participated, wich were: a SEA teacher; a regular classroom teacher; a manager of an institution of basic education; and a mother of a student with a disability who uses the services of the regular school and SEA, all from the same school, place of research. In the end, it was possible to conclude that the SEA, when applied with zeal, care and dedication by those involved in the process is an essential element for guarantee the educational right in an inclusive perspective, whereas compared to other situations experienced, the application of the instrument with excellence refers to the re-signification of the possibility of promoting inclusion.