Metas educacionais da educação inclusiva: apontamentos e reflexões na perspectiva do projeto da organização dos estados ibero-americanos para a educação, a ciência e a cultura

Abstract

This is a qualitative research, which aims to analyze in public schools in the city of Juiz de Fora, how the project "Educational Goals for 2021: the education we want for the generation of bicentennials" is impacting inclusive education in Brazil. As its main objective, the research aimed to verify the significance and importance of achieving educational goals in inclusive education for 2021. As a secondary objective we have: - Verify the strategies used by the Brazilian government to comply with the proposals. - Point out the school inclusion rates in the period 2010 - 2018. - Analyze the teacher education index in special education from an inclusive perspective. The proposed research methodology was built based on the discourse analysis from the French perspective, having as exponents Pêcheux(1975) and Orlandi (1990,1993,1996,1999,2012,2013,2015). Discourse analysis, among other functions, consists of a linguistic study, and in referring to linguistics, we are not thinking of itself, but of the empirical fieldwork on language. In order to analyze the various discourses found in inclusive education (government, society, students, teachers), the work was based on presenting the data provided by the Anísio Teixeira National Institute for Educational Studies and Research, analyzing the period 2008 (since the implementation of the project of the Organization of Ibero-American States for Education, Science and Culture) until 2018, thus verifying what advances have been made in public policies in Brazil from an inclusive perspective. To fulfill the objective of analyzing the problematizations that happen in the Government Field and in the Field of Schools, the empirical work was necessary, so that the different discourses existing within that space of cultural social coexistence, of the public schools of the countries are confronted. that make up the ME2021 project. Data collection from the first part of the research corpus was performed at the State Schools and Municipal Schools in the city of Juiz de Fora, with the appropriate approval of the Ethics Committee of the Federal University of Juiz de Fora, according to the opinion: 3,191,693, of 03/12/2019. The research was conducted through semi-structured interviews with a minimum time of 20 minutes for each participant, and collected the necessary data, which were analyzed and transcribed by the researcher for further statistical analysis. The second corpus of analysis analyzed and sought to know the different discourses of OEI member countries, through their Public Educational Institutions and, as it happens, the inclusive process and teacher training of these nations. How these countries are articulating the inclusive process through Public Policies, referencing the ME2021 project, in the inclusive and possible perspective obtained since 2008. Keyword: Inclusion / School / Educational Goals 2021 of OEI.