Política regulatória de inclusão no contexto pós-LBI:uma análise das legislações educacionais do município de João Pessoa-PB (2015-2022)

Abstract

The research's central problem is the analysis of public educational inclusion policies for people with disabilities promoted in the municipal education network of João Pessoa. The post-implementation period of the Brazilian Inclusion Law (LBI/2015) and the questioning about the educational regulatory Public Policies of the João Pessoa Municipal Education Network are taken as a focus, whether these correspond to the perspectives of the Brazilian Inclusion Law – LBI. To achieve this, the objectives are: to discuss the role of the state in the creation of public policies; recognize the main public regulatory inclusion policies in Brazil after CF/1988; analyze public policies for people with disabilities in the municipal education network of João Pessoa, based on the Statute of Persons with Disabilities – LBI; problematize the feasibility of school inclusion for people with disabilities in the municipal education network of João Pessoa, given regulatory public policies and their adjustments in the context of the Covid-19 pandemic. For the investigation, a dialectical perspective was adopted to think about public policies from the perspective of inclusive education from the perspective of the State, aiming, from this analysis, to understand how the object of study is processed in its contradictions. Therefore, the procedures adopted were documentary and bibliographical research, such as official documents, such as legal standards, in addition to other management documents, as a critical synthesis of the laws in light of the Statute in question. From the documentary analysis it is possible to infer that, despite the advances that the LBI has provided for people with disabilities, as a legal apparatus that aims to achieve equal conditions, there is still a lot to advance at the local level. In the field of the regular education network in the municipality of João Pessoa, regulatory public policies, which aim at inclusive education for people with disabilities, are still scarce, there are few laws drawn up since the implementation of the LBI and most of them, often, it only serves to reaffirm what has already been stated by national laws. In the case of the pandemic, it is even more aggravating, as people with disabilities were not the subject of discussion in any regulatory policy during the health crisis period, indicating that inclusive education constitutes a challenge for government management and schools.