Matriculou, incluiu? Análise das políticas de acesso, permanência e inclusão de estudantes com Transtorno do Espectro Autista no Ensino Médio da Rede Estadual de Macapá-Amapá

Abstract

The research developed is part of studies carried out at the Federal University of Amapá, belonging to the Postgraduate Program in Education, Research Line Educational Policy. Therefore, its object of study is Educational Policies in the scope of Special Education in defense of Inclusive Education, with a focus on Autism Spectrum Disorder. Because its theoretical-methodological basement is the Historical-Dialetic Materialism, the discussion involves themes that crystallize the process of formulating anda implementing educational policies turned to the target audience of Special Education as a field of dispute where the interests is marked by class struggle, privatization and scrapping of education. Thus, to understand how access and permanence policies for studentes with ASD are formulated and implemented caracterizes the main debate of this research, with the general objective of analyzing the categories access and permanence in educational policies and how they promote the inclusion of students with ASD in a High School in the city of Macapá; and as specific objectives: a) identify the approach of the categories access and permanence in documents about Special Education; b) explain how access and permanence contribute to the inclusion of students with ASD in the school environment and; c) understand how inclusion of the students with ASD happens in the context of high school in the Macapá state network, taking into account the perspectives of students with ASD themselves. To this, the data collection technique uses semi-structured interviews with autistic students regularly enrolled in the state network, besides the analysis of documents that deal with Special Education in inclusive perspective, namely: National Special Education Policy (1994), Law of Guidelines and Bases of National Education (1996), Decree nº 3.298/1999, Resolution CNE/CEB nº2/2001, Decree nº 6.094/2007, National Policy of Special Education from the Perspective of Inclusive Education (2008), Decree nº 7.611/2011 and National Education Plan 2014-2024, at national level. The local documents analyzed were: State Constitution of Amapá (2011), Regulations of the State Department of Education of Amapá (2017), Resolution nº 48/2012 and State Education Plan 2015-2025. After full transcription, the interviews underwent treatment and analysis based on the HDM categories: totality, mediation, contradiction and historicity; as the official documents, stands out the Document Analysis (Shiroma; Campos; Evangelista, 2004; Evangelista 2012) and the Policy Cycle Approach. (Bowe; Ball; Gold, 1992; Mainardes, 2006; 2018). Therefore, the main reflections shows that the inclusion discourse is captured by neoliberal logic and doesn’t combat the imposed situation. This cascade effect results in a non-emancipatory education, with even deeper marks in the context of Special Education, causing that access and permanence policies being interpreted unilaterally, as shown by the statements of the interviewed students. However, it is believed that if the research in the field of educational policy uses its spaces to the actors of these policies can express themselves about the decisions that impact their lives, perhaps the change in this unequal structure imposed on brazilian education will begin to change.