O acesso de crianças com diferenças funcionais na educação infantil e ensino fundamental em Goiânia e Aparecida de Goiânia nos anos de 2020 a 2022

Abstract

This work was developed within the line of research, Fundamentals and Educational Processes. The research seeks to understand, in a documental way, how Special Education is effective in the Perspective of Inclusive Education, and how the inclusion of children with functional differences in Early Childhood Education and Elementary Education - initial years; in the context of the Municipalities of Goiânia and Aparecida de Goiânia, between the years 2020 to 2022. Thus, the research had as its main source of data, documents made available by the Municipal Education Departments of Goiânia and Aparecida de Goiânia. The target information was delimited in the documentation referring to the inclusion policy of the Municipalities and in the number of enrollments of children with functional differences in Early Childhood Education and Elementary Education - initial years. The research is documentary, qualitative-quantitative, for analysis of the data obtained, readings and bibliographical and theoretical survey on the object of study were carried out, using authors such as Áries, Duarte, Lanuti, Mantoan, Saniani and Vigotski. Thus, this work aims to raise reflections about the importance of pluralities in the school environment, from the perspective of Inclusive Education and in the context of Regular Education. As well as questioning through theoretical foundations, how the presence and/or absence of children with functional differences in the public network of the municipalities of Goiânia and Aparecida de Goiânia-GO, at the level of Early Childhood Education and Elementary Education - initial years, can influence the global development of children with functional differences. Thus, the data obtained revealed the disparity in inclusion policies between municipalities, and indicates a progressive growth of children with functional differences in municipal education networks, however, still shy in relation to the total number of enrolled. In this sense, low adherence is a reflection of an inclusion process that still needs more concrete actions and paradigm shifts in the educational system, so that, in this way, it can promote the interaction between differences and child development, contributing to an equitable society.