A política de educação inclusiva sob a òtica das famílias de um município do interior goiano

Abstract

The National Education Plan determines that it is necessary to carry out studies to monitor and follow the goals of educational policies. In this vein, the present study is part of a matrix project named Development of Evaluation and Monitoring Processes About School Inclusion Policies in Municipal Contexts, which aimed to carry out a multidimensional evaluation, involving different actors of the educational inclusion policy. school in a municipal context. Based on the Policy Cycle Approach and its three contexts (influence, text production and practice), emphasizing the context of practice, that is, the context in which policies become effective and become actions that involve the entire schooling process, considering a scenario of analysis of policies aimed at education. And in the state of the art of studies with families and on the policy of school inclusion, its objective was to analyze the policy of school inclusion, in the context of a municipality, from the perspective of the families of students from the Target Public of Education. (PAEE) enrolled in three schools in a city in the interior of southeastern Goiás. For that, a questionnaire developed in the matrix project was applied to 11 family members of students who attended the three schools of the state network of this municipality, applied face to face. The participants' responses, transformed into quantitative data, produced indices, on a scale from Zero to Ten, which allowed the quality of the policy to be estimated. The family members' responses, to 62 items, were grouped into 8 indicators and guided the analysis of the quality of the school inclusion policy by family members. The general rate of evaluation of the school inclusion policy by family members was 5.87% (regular). We concluded that although the indexes of the support services offered and the pedagogical and social relations were considered good, the culture of participation and organization of schools needs to improve. Thus, we hope that the present study makes it possible to monitor educational policies that give voice to families of PAEE students.