Implementing Goal #4 on the National Education Plan (2014/2024) in 18 Municipal Education Plans in Amazonas State

Autor: Lemos, C??tia de, https://orcid.org/0000-0003-0714-9900
Přispěvatelé: Matos, Maria Almerinda de Souza, Costa, Valdel??cia Alves da, Costa, Vanderlei Balbino da, Oliveira, Selma Suely Ba??al de, Mour??o, Arminda Rachel Botelho
Jazyk: portugalština
Rok vydání: 2019
Předmět:
Zdroj: Biblioteca Digital de Teses e Dissertações da UFAM
Universidade Federal do Amazonas (UFAM)
instacron:UFAM
Popis: Submitted by C??tia Lemos (catia_lemos77@hotmail.com) on 2020-07-02T17:32:48Z No. of bitstreams: 4 Tese - C??tia de Lemos (2019).pdf: 3881373 bytes, checksum: b570538f97288efb425981d49b0c23e3 (MD5) ATA DE DEFESA DOUTORADO.jpeg: 501961 bytes, checksum: 4ba9314c10c8920df3154e48e2fb40bd (MD5) CartaEncaminhamentoAutodep??sito - Tese - C??tia de Lemos (2019(.pdf: 147010 bytes, checksum: 805619a0d6bf5d556f529c5f4bac45d4 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Approved for entry into archive by PPGE Educa????o (ppge@ufam.edu.br) on 2020-07-22T12:32:50Z (GMT) No. of bitstreams: 4 Tese - C??tia de Lemos (2019).pdf: 3881373 bytes, checksum: b570538f97288efb425981d49b0c23e3 (MD5) ATA DE DEFESA DOUTORADO.jpeg: 501961 bytes, checksum: 4ba9314c10c8920df3154e48e2fb40bd (MD5) CartaEncaminhamentoAutodep??sito - Tese - C??tia de Lemos (2019(.pdf: 147010 bytes, checksum: 805619a0d6bf5d556f529c5f4bac45d4 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Rejected by Divis??o de Documenta????o/BC Biblioteca Central (ddbc@ufam.edu.br), reason: O Dep??sito foi feito com restri????o de Acesso. 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Carta de Encaminhamento; 4.Termo de Autoriza????o de Dep??sito por Terceiros, dispon??vel em https://biblioteca.ufam.edu.br/servicos/teses-e-dissertacoes on 2020-07-22T19:07:30Z (GMT) Submitted by C??tia Lemos (catia_lemos77@hotmail.com) on 2020-07-22T22:28:16Z No. of bitstreams: 3 Tese - C??tia de Lemos (2019).pdf: 3881373 bytes, checksum: b570538f97288efb425981d49b0c23e3 (MD5) ATA DE DEFESA DOUTORADO.jpeg: 501961 bytes, checksum: 4ba9314c10c8920df3154e48e2fb40bd (MD5) CartaEncaminhamentoAutodep??sito - Tese - C??tia de Lemos (2019(.pdf: 147010 bytes, checksum: 805619a0d6bf5d556f529c5f4bac45d4 (MD5) Approved for entry into archive by PPGE Educa????o (ppge@ufam.edu.br) on 2020-07-27T15:53:58Z (GMT) No. of bitstreams: 3 Tese - C??tia de Lemos (2019).pdf: 3881373 bytes, checksum: b570538f97288efb425981d49b0c23e3 (MD5) ATA DE DEFESA DOUTORADO.jpeg: 501961 bytes, checksum: 4ba9314c10c8920df3154e48e2fb40bd (MD5) CartaEncaminhamentoAutodep??sito - Tese - C??tia de Lemos (2019(.pdf: 147010 bytes, checksum: 805619a0d6bf5d556f529c5f4bac45d4 (MD5) Approved for entry into archive by Divis??o de Documenta????o/BC Biblioteca Central (ddbc@ufam.edu.br) on 2020-07-27T17:13:15Z (GMT) No. of bitstreams: 3 Tese - C??tia de Lemos (2019).pdf: 3881373 bytes, checksum: b570538f97288efb425981d49b0c23e3 (MD5) ATA DE DEFESA DOUTORADO.jpeg: 501961 bytes, checksum: 4ba9314c10c8920df3154e48e2fb40bd (MD5) CartaEncaminhamentoAutodep??sito - Tese - C??tia de Lemos (2019(.pdf: 147010 bytes, checksum: 805619a0d6bf5d556f529c5f4bac45d4 (MD5) Made available in DSpace on 2020-07-27T17:13:15Z (GMT). No. of bitstreams: 3 Tese - C??tia de Lemos (2019).pdf: 3881373 bytes, checksum: b570538f97288efb425981d49b0c23e3 (MD5) ATA DE DEFESA DOUTORADO.jpeg: 501961 bytes, checksum: 4ba9314c10c8920df3154e48e2fb40bd (MD5) CartaEncaminhamentoAutodep??sito - Tese - C??tia de Lemos (2019(.pdf: 147010 bytes, checksum: 805619a0d6bf5d556f529c5f4bac45d4 (MD5) Previous issue date: 2019-12-12 FAPEAM - Funda????o de Amparo ?? Pesquisa do Estado do Amazonas This research gathered reflections from educational public policies in Amazonas state and it has been developed by means of Line 2: Educational public policies and regional development, from the Education doctorate, belonging to the Education Graduate Program at the Federal University of Amazonas, granted with a scholarship from FAPEAM. It has presented as main focus of studies, the educational municipal plans referred as the implementing of goal #4 of the NEP (2014/2024) in Amazonas state. It has sustained the hypothesis that such plans would have being neglected due to the current NEP implementation, it was sought to confirm or refute the suspicion by analyzing the National Policy on Special Education from the perspective of Inclusive Education (2008) and the Goal #4 of the National Education Plan (2014/2024), in what is referred to commitments on inclusive education in 18 cities in Amazonas. Thereunto, it was sought to understand the theoretical subsidies of the National Policy of Special Education on Inclusive Education Perspective (2008) which guide the municipal responsibility. It aimed to identify in the 18 surveyed municipal education plans in Amazonas which were the actions for Goal #4 operating on the National Education Plan (2014/2024). Finally, it was aimed to investigate the established interlocutions among the Amazonian Education Municipal Plans, on-the-spot interviews and the foundation of multifunctional resources classrooms in order to effectuate the implementation of the National Education Plan (2014/2024) in Amazonas. Through documents and field researches, some consonants/dissonants aspects on National, Regional and Local Legislation in what is concerned on the acquisition of faced challenges on Education Rights for the segment of people with deficiencies, global developmental disorders and high skills/giftedness, present/absent in the scenario of water and forest, as part of a diverse, controversial, divergent and heterogeneous mosaic. To achieve the proposed objectives, it was chosen a qualitative research, assuming a dialectical focus, based on Gramsci (2006b) and S??nchez Gamboa (2008), as they consider inclusion educational public policies, when effective, as an instrument of knowledge, resistance and struggle of people so far excluded as protagonists of their own histories, A semistructured interview script and photographic records of the multifunctional resources classrooms were used for collecting data. The interview was reserved to the Education Secretary and the ???APMC??? President from the school counting the highest number of students attending the multifunctional resources classroom of the 18 selected cities as a study sample. As theoretical contribution for data analyses and the organization of the results into categories, Bardin (1977) was applied as it offers the theoretical base for the contents analyses. Data were interpreted in order to contrast with official documents references and the researched authors. From the literature of Gadotti and Rom??o (1993), Glat (1995), Cury (2002), Edler Carvalho (2006), Saviani (2011), Matos (2013, 2014), among others the theoretical base could be strengthened. Therefore, from tensions to ruptures, challenges and contradictions, consonants/dissonants, the study confirmed the Thesis that the researched cities are neglecting the due effectuation of Goal #4 of NEP (2014/2024), according to what is disposed on the National Special Education Policy on Inclusive Education Perspective (2008). As the main challenges of the Amazonian, the cities??? representatives consider lacking of financial resources for Inclusive Education, failures in accessibility and teachers academic training, the absence of partnerships among federal entities, the disarticulation between education and health and the families non effective participation in the education processes. Those factors once they are isolated or combined, they are aggravated by the Amazonian costs, which are territorial distances, climate, geographical, social, cultural, politics or socio-historical. Esta pesquisa reuniu as reflex??es advindas das pol??ticas p??blicas educacionais no Amazonas e se desenvolveu por meio da Linha 2: Pol??ticas p??blicas e desenvolvimento regional, do Doutorado em Educa????o, pertencente ao Programa de P??s-Gradua????o em Educa????o da Universidade Federal do Amazonas, com bolsa de estudos da FAPEAM. Apresentou como foco principal do estudo os planos municipais de educa????o no que se refere ?? implementa????o da Meta 4 do PNE (2014/2024) no Amazonas. Sustentando a hip??tese de que tais planos educacionais estariam negligenciando a devida implementa????o do PNE vigente, buscou-se confirmar ou refutar esta suspeita, analisando-se a Pol??tica Nacional de Educa????o Especial na Perspectiva da Educa????o Inclusiva (2008) e a Meta 4 do Plano Nacional de Educa????o (2014/2024), no que se refere a compromissos com a educa????o inclusiva em 18 munic??pios do Amazonas. Para isso, buscou-se conhecer os subs??dios te??ricos da Pol??tica Nacional de Educa????o Especial na Perspectiva da Educa????o Inclusiva (2008) que norteiam a responsabilidade municipal. Depois, teve como alvo identificar nos 18 planos municipais de educa????o pesquisados no Amazonas as a????es para a operacionaliza????o da Meta 4 do Plano Nacional de Educa????o (2014/2024). Finalmente, visou-se investigar quais s??o as interlocu????es estabelecidas entre os planos municipais de educa????o amazonenses, as entrevistas in loco e a cria????o das salas de recursos multifuncionais para a efetiva implementa????o do Plano Nacional de Educa????o (2014/2024) no Amazonas. Por meio da pesquisa documental e de campo, evidenciaram-se alguns aspectos consonantes/dissonantes da Legisla????o nacional, regional e local no que ?? concernente aos desafios enfrentados na aquisi????o do Direito ?? Educa????o para o segmento das pessoas com defici??ncia, transtornos globais do desenvolvimento e altas habilidades/superdota????o, presentes/ausentes no cen??rio das ??guas e florestas, como parte de um mosaico diverso, controverso, divergente e heterog??neo. Para o alcance dos objetivos propostos, optou-se por uma pesquisa qualitativa, assumindo um enfoque dial??tico, baseando-se em Gramsci (2006b) e S??nchez Gamboa (2008), por considerar as pol??ticas p??blicas educacionais de inclus??o, quando efetivadas, um instrumento de conhecimento, resist??ncia e luta de pessoas at?? ent??o exclu??das em protagonistas das pr??prias hist??rias. Para a coleta de dados foi utilizado um roteiro de entrevista semiestruturada e registros fotogr??ficos das salas de recursos multifuncionais. A entrevista destinou-se ao Secret??rio de Educa????o e ao Presidente da APMC da escola com o maior n??mero de educandos que frequentavam a sala de recursos multifuncional dos 18 munic??pios selecionados pela amostra do estudo. Como aporte te??rico para a an??lise dos dados e organiza????o dos resultados em categorias, utilizou-se Bardin (1977) que oferece a base te??rica da an??lise de conte??do. Os dados foram interpretados para contrast??-los com o referencial dos documentos oficiais e dos autores pesquisados. O embasamento te??rico se fortaleceu a partir da literatura de Gadotti e Rom??o (1993), Glat (1995), Cury (2002), Edler Carvalho (2006), Saviani (2011), Matos (2013 e 2014), entre outros. Contudo, entre tens??es e rupturas, desafios e contradi????es, conson??ncias/disson??ncias, o estudo confirmou a Tese de que os munic??pios pesquisados est??o negligenciando a devida efetiva????o da Meta 4 do PNE (2014/2024) de acordo com o que disp??e a Pol??tica Nacional de Educa????o Especial na Perspectiva da Educa????o Inclusiva (2008). Como principais desafios amaz??nicos os representantes municipais apontam a aus??ncia de financiamentos para a educa????o inclusiva, falhas na acessibilidade e forma????o de professores, a falta de parcerias entre os entes federados, a desarticula????o entre educa????o e sa??de e a n??o participa????o efetiva das fam??lias nos processos educativos. Fatores que, isolados ou combinados s??o agravados pelo custo amaz??nico, dist??ncias territoriais, clim??ticas, geogr??ficas, sociais, culturais, pol??ticas ou s??cio-hist??ricas.
Databáze: OpenAIRE
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