📋 Tender Overview
Representatives of different entities linked to education of people with disabilities (PCD) defended, in a Senate hearing, that the new National Education Plan (PNE) includes specific proposals for each student profile. For debaters, school inclusion needs to ensure not only access, but also the learning, well-being and integral development of students.
Throughout the debate, participants have pointed out that the reality of students with intellectual, visual, deafness, autism or high skills requires differentiated pedagogical approaches, proper teacher education, learning monitoring and structural conditions that respect each others singularities. It was unanimous among exhibitors the need to overcome a homogeneous view of school inclusion, replacing the exclusive focus on enrollment with the commitment to the effective right to learn. The strengthening of specialized schools and the recognition of the role of families in choosing the most appropriate educational course for their children were also advocated.
The debate was promoted by the Education Commission (CE) on Tuesday (17), as part of the cycle of public hearings about the new PNE. This was the seventh meeting of the cycle and was conducted by the committees chairman, Senator Teresa Leitao (PT - PE), who highlighted the importance of the participatory process - the plan will have legitimacy because it carries the mark of dialogue from the origin - said the senator by highlighting the collegiates commitment to ensure an inclusive, democratic and connected PNE to the reality of all school communities.
Diverse needs
Viviani Guimaraes, vice president of the Autistic Brazil Pride Movement (Moab), advocated changes in the text of PNE to ensure concrete learning means to people with autism, such as individualized plans, adequate training of teachers and support structures. She criticized the vision that reduces inclusion only to the students physical presence in a common room, without considering her specific needs, and warned of the emotional impacts of misunderstandings of inclusion.
With, we have the right to be in the classroom, but we dont have the guarantee of learning. [...] socialization is important, but it needs to be a consequence of a structured process, not the sole purpose of inclusion - highlighted, by reporting cases of autistic students who, in the face of lack of mediation, support and understanding in regular schools, end up suffering deep sadness, emotional crises and even depression.
By celebrating the advance in the recognition of bilingual education in the preliminary text of the new PNE, Mariana de Lima Isaac Leandro Campos, Director of Educational Policies of the National Federation of Deaf Education and Integration (Feneis), also warned that this right still finds concrete obstacles in school daily. According to her, there is a lack of bilingual schools in enough, as well as training and hiring fluent professionals in pounds, which compromises real access to learning by deaf students.
- Bilingual education is a linguistic and pedagogical right, an expression of citizenship. We need to ensure that LIBRAS is recognized as the first language and that written Portuguese is taught as a second, with skilled teachers and really prepared schools, not just with interpreters in a common room, which does not meet the specificity of the deaf community.
Karolyne Ferreira, executive secretary of the Brazilian coalition for inclusive education, reinforced the defense of the common school as a legitimate and priority environment for the formation of all students, including those who have disabilities. She pointed out that the new PNE needs to consolidate this guideline as a state policy, ensuring resources, teacher education, accessibility and technical-pedagogical support to public networks. According to Karolyne, it is necessary to break with welfare views and invest in the transformation of schools so that they are in fact inclusive.
- The schooling of people with disabilities should occur in ordinary schools, based on the principles of equity, valorization of diversity and the elimination of various forms of exclusion, with support strategies that ensure students learning and belonging at all stages of basic education.
Effective inclusion
For president of the Brazilian Association for Action for Autistic Peoples Rights (Abraca), Jessica Borges, there is a gap in the training of regular teachers. It also criticized the still marginal view of inclusion in public policies, and argued that the new National Education Plan incorporates concrete mechanisms for assessing the presence, participation and learning of students with disabilities, as well as providing investments in teacher education and individualized pedagogical follow -up.
- Only 6% of governing teachers have continued training in special education. Inclusion needs toTo be treated as something exceptional and to be seen as a central axis of the quality of the public school, with planning, shared responsibility and commitment to the right to learning of all.
Jarbas Feldner de Barros, president of the National Federation of APAEs, argued that intellectual disability is specifically treated in the new PNE, with policies that take into account the cognitive commitment of students. He pointed out that, unlike other deficiencies in which the cognitive is preserved, the public attended by the APAEs faces greater obstacles to understanding, elaborating and expressing ideas - which requires different and individualized strategies. Barros also criticized the view that the simple presence in the ordinary school ensures inclusion and reported cases in which students returned to specialized institutions because they could not adapt.
The Apaean movement doesnt just look at the locus, but the condition of the person. Many students who have gone to the regular network are returning to Apae in situations of sadness, depression and isolation, because they cannot follow. Socialization
