Universidade Federal de Mato Grosso do Sul, Campus de Naviraí
Abstract
The design of pedagogical projects presents some politicians of
representativeness and participation. The present study aimed to analyze the
Special Education policy of the city of Manaus, focusing on a proposal of school
inclusion contained in the political-pedagogical projects of schools. This is a descriptive study with a qualitative approach, without the participation of
four teachers and a representative of the Special Education Management.
Semistructured interview scripts were applied and municipal policy
documents published between 2000 and 2016 were analyzed. The results
point out the need for the collective participation of education professionals
in the construction of projects, as well as the insertion of goals and strategies
for the educational service special education program for Special Education
students
