Políticas e práticas da educação especial no município de Itabirito – Minas Gerais

Abstract

This study aimed to understand how school inclusion of students with disabilities is carried out in the municipality of Itabirito, Minas Gerais. The proposal was to investigate, within the school context, whether inclusion occurs from an inclusive perspective, examining whether the work developed is based on innovation, respect, understanding, and the recognition of education as a right for all, ensuring that everyone is educated together. The study sought to explore the boundaries between the rights and duties of students with disabilities and the protection guaranteed by law, also analyzing how guidance is provided to those involved in the inclusion process across various school and social activities, in a way that respects differences and ensures the right to a specialized professional for a quality education. To this end, the methodology used was an interview with the coordinator of the Municipal Center for Specialized Educational Services (CMAEE). The results indicated that, in the municipality, school inclusion is developed based on values, principles, and laws, establishing a quality inclusive education, although it is acknowledged that further progress is still needed. It is concluded that the performance of Special Education depends on public policies that restructure and strengthen inclusive education, making it essential to understand the actions the municipality has been developing to ensure this right for included students.