Avaliação da implementação das políticas de gestão pública para a educação inclusiva nas escolas estaduais de Passos-MG

Abstract

This study was conducted within the framework of the Trilhas de Futuro – Educators program, promoted by the Minas Gerais State Department of Education (SEE/MG), in partnership with the Graduate Program in Public Administration at the Federal University of Lavras (PPGAP/UFLA), and aimed to understand how inclusive education policies are implemented in state schools linked to the Regional Superintendence of Education (SRE) of Passos, Minas Gerais. Initially, the research analyzed the evolution of Brazilian legislation related to the rights of persons with disabilities, with particular emphasis on the National Education Guidelines and Framework Law (Law No. 9,394/1996) and the Brazilian Inclusion Law (LBI). A state-of-theart review of Brazilian scientific production between 2016 and 2025 was also conducted, focusing on studies addressing the implementation and management of public policies in Special Education from an inclusive education perspective, including Specialized Educational Support (Atendimento Educacional Especializado – AEE). The study adopted the Policy Cycle and the Theory of Enactment as its theoretical framework, seeking to understand how policies formulated by the State are reinterpreted and enacted in everyday school practices. Methodologically, the research was developed in two stages. In the first stage, an exploratory and critical study was carried out, involving the analysis of quantitative data on school inclusion in the state of Minas Gerais and in the SRE of Passos, as well as documentary analysis of legislation, resolutions issued by the State Education Council, guiding documents, and institutional materials. In the second stage, a questionnaire was administered to AEE teachers and school administrators in order to assess how inclusive education norms and guidelines are effectively implemented in schools. The results indicate that public policies for Special Education established by the state are formally present in schools; however, their implementation still faces several challenges. Among the main obstacles identified are difficulties in collaboration between regular classroom teachers and AEE teachers, limitations in carrying out curricular adaptations, problems in the development and implementation of pedagogical instruments such as the Specialized Educational Support Plan (Plano de Atendimento Educacional Especializado – PAEE) and the Individual Development Plan (Plano de Desenvolvimento Individual – PDI), and difficulties in the proper use of Resource Rooms. In this context, the study shows that although students with specific educational needs are physically present in schools, this does not always translate into effective educational inclusion. As a contribution, the research provides insights for improving Special Education policy in the state of Minas Gerais, particularly within the SRE of Passos, proposing recommendations to strengthen the organization of inclusive education and to support the development of institutional action plans involving structures such as the Inclusion Support Service (Serviço de Apoio à Inclusão – SAI) and the Reference Center for Inclusive Education (Centro de Referência em Educação Inclusiva – CREI), with the aim of improving pedagogical practices and the management of school inclusion.