Análise das diretrizes normativas para o ensino à educação inclusiva: um estudo no contexto do ensino regular para pessoas com deficiência em escolas municipais na zona urbana de Santarém, Pará

Abstract

The western region of Pará, located in the Amazon, faces socioeconomic challenges, such as extreme poverty, which can directly impact the conditions for offering school education to students with disabilities. This research proposed to analyze the normative guidelines that underlie the right to inclusive education in the context of regular education for people with disabilities in municipal schools located in the urban area of Santarém, in the state of Pará. The methodological approach of bibliographic and documentary research was adopted to analyze these normative guidelines. Data collection focused on the evaluation of documents, especially the Municipal Education Plan. It was identified that the Municipal Education Plan (PME) of Santarém, from 2015 to 2025, outlines specific strategies for the implementation of inclusive education, seeking to eliminate barriers and guarantee full access and participation for students with disabilities. It was observed that the lack of anticipatory and targeted public policies can compromise the effective implementation of inclusive practices, including due to the geographic characteristics and population dispersion in the Amazon region, which results in difficulties in accessing specialized services and continued training for professionals. education professionals, especially those who work in Special Education. School inclusion schools in the Brazilian Amazon, such as in Santarém, becomes an additional challenge, as the lack of multifunctional resource rooms directly interferes with Specialized Educational Service, compromising the provision of complementary and differentiated education.