MAPPING OF THE INCLUSIVE EDUCATION POLICY OF PINHEIRAL-RJ

Visualizações: 80

Authors

DOI:

https://doi.org/10.56579/rei.v8i1.2540

Keywords:

Education, Inclusion, Public policies, People with disabilities

Abstract

The municipality of Pinheiral, located in the state of Rio de Janeiro, aims to universalize schooling for students with disabilities, global developmental disorders, and high abilities/giftedness, ensuring an inclusive education system. This study aims to comparatively analyze how this municipality has organized itself to comply with the recommendations of education legislation and the national education plan regarding laws addressing diversity and inclusion. We compared the provisions of the main law with how it relates to the municipality. As a result, Pinheiral has 30 schools where it has been committed to promoting inclusion, but the number of multifunctional resource rooms is still small. We conclude that inclusion has been developed slowly and depends on policies and the actors involved in the process, not only hypothetically, as we see in many situations where discourse differs from practice. 

Downloads

Download data is not yet available.

Author Biographies

Alessandra Furtado de Oliveira, Fluminense Federal University

Ph.D. from the Graduate Program in Sciences, Technologies, and Inclusion (PGCTIn/UFF); Master’s degree from the Professional Master’s Program in Diversity and Inclusion (CMPDI/UFF); and Bachelor’s degree in History from the Faculty of Philosophy, Sciences, and Letters of Cataguases (1996). History teacher at the Municipal Public Foundation of Education of Niterói and Specialized Support Teacher (Doc II) at the Municipal Government of São Gonçalo. Served as Deputy Principal of Honorina de Carvalho Municipal School, in the municipality of Niterói (2017–2021). Has experience in the field of History, with emphasis on the History of the Brazilian Empire, working mainly on the following themes: accessibility, inclusion, teaching, computational thinking, and teacher education

Elias dos Santos Silva Junior, Fluminense Federal University

Ph.D. in Sciences, Technology, and Inclusion from Fluminense Federal University (UFF). EBTT (Basic, Technical, and Technological Education) Professor in Educational Informatics at the Fluminense Federal Institute (IFF). Master’s degree in Diversity and Inclusion (UFF, 2018); Specialist in Computer Network Technology (UFLA, 2008); Licensed in Informatics from Universidade Veiga de Almeida (UVA, 2007); Bachelor’s degree in Computer Science from Universidade Veiga de Almeida (UVA, 2006). Computer Technician from the Center for Applied Professional Education and Training (CETAP, 2016). Electronics Technician from Henrique Lage State Technical School (ETEHL, 1999).

Served as Teacher I (Reference C:3) from 2007 to 2010, teaching the following subjects: Computer Assembly and Maintenance, Logic and Algorithms, Basic Informatics, Computer Networks, Internet Programming, Analysis and Research Methods, in the post-secondary course at Colégio Estadual Professor Renato Azevedo (Cabo Frio, RJ). Researcher in Assistive Technology for Visual Impairment, applying Electronics and Computing to Tactile Maps. Experience in Electronics, Computer Science, Computer Networks, Education, and Informatics Teaching. Works with Educational Robotics using Arduino and other microcontrollers. Develops Computational Thinking initiatives in basic education. Research interests include embedded systems development with microcontrollers, 3D modeling and printing for prototype development.

Vânia Berbat Barcellos, Fluminense Federal University

Master’s degree in Diversity and Inclusion from Fluminense Federal University (UFF), Bachelor’s degree in Pedagogy from the Federal University of Rio de Janeiro (UFRJ), and currently works in the Municipal Education Network of Rio de Janeiro. Assigned to Municipal School Venezuela (09.18.013), where she serves as a teacher in the special class for deaf students and works in the Multifunctional Resource Room. In this context, she supports students included in mainstream education from the 6th to the 9th grade of Lower Secondary Education. Additionally, she works as a Translator and Interpreter of Brazilian Sign Language (Libras) and Portuguese, contributing to the dissemination of Libras within the Deaf and Hearing communities.

Ruth Maria Mariani Braz, Fluminense Federal University

Ph.D. in Sciences and Biotechnology from Fluminense Federal University (UFF), in the field of Education. Academic level recognized in Portugal by the School of Education of the University of Minho. Completed postdoctoral studies in the Graduate Program in Sciences, Technology, and Inclusion at Fluminense Federal University (UFF). Currently serves as a permanent faculty member in the Professional Master’s Program in Diversity and Inclusion and in the Graduate Program in Sciences, Technologies, and Inclusion at UFF. Conducts research in teacher education, inclusive education, assistive technology, and the development of instructional materials. Coordinates the Galileo Galilei Project and is a member of the research group “Computational Technologies in Teaching and Learning from the Perspective of Diversity, Inclusion, and Innovation.” Currently a member of the International Association for Inclusion, Interculturality, and Pedagogical Innovation (AIIIIPe).

References

BRASIL. [Ministério da Educação]. Declaração de Salamanca: sobre princípios, políticas e práticas na área das necessidades educativas especiais. Salamanca: UNESCO, 1994. Disponível em: https://bit.ly/3mASn4j. Acesso em: 20 jul. 2025.

BRASIL. Lei nº 13.005, de 25 de junho de 2014. Aprova o Plano Nacional de Educação - PNE e dá outras providências. Brasília, DF: Presidência da República, [2014]. Disponível em: https://bit.ly/3sHqYRS. Acesso em: 20 jul. 2025.

BRASIL. Lei nº 13.146, de 6 de julho de 2015. Lei Brasileira de Inclusão da Pessoa com Deficiência (Estatuto da Pessoa com Deficiência). Brasília, DF: Presidência da República, [2015]. Disponível em: https://bit.ly/3z9bhEr. Acesso em: 20 jul. 2025.

BRASIL. Ministério da Educação. Monitoramento e avaliação dos planos subnacionais de educação. Brasília, DF: MEC, 2020. Disponível em: https://bit.ly/3pBKGgf. Acesso em: 20 jul. 2025.

BUENO, José Geraldo Silveira. Crianças com necessidades educativas especiais, política educacional e a formação de professores: generalistas ou especialistas. Revista Brasileira de Educação Especial, [s. l.], v. 3, n. 5, p. 7-25, 1999. Disponível em: http://educa.fcc.org.br/scielo.php?script=sci_abstract&pid=S1413-65381999000100002&lng=pt&nrm=iso&tlng=pt. Acesso em: 20 jul. 2025.

INEP. Educação Básica: Sinopses Estatísticas da Educação Básica. Brasília, DF: Inep, 2020. Disponível em: https://www.gov.br/inep/pt-br/acesso-a-informacao/dados-abertos/sinopses-estatisticas/educacao-basica. Acesso em: 20 jul. 2025.

JUNIOR, Elias dos Santos Silva et al. A Educação Inclusiva de Cabo Frio-RJ frente ao PME x Meta 4 do PNE: Metas, Matrículas e Infraestrutura Escolar. Revista Mosaico, [s. l.], v. 15, n. 2, p. 300-318, 2024. Disponível em: https://editora.univassouras.edu.br/index.php/RM/article/view/4414. Acesso em: 20 jul. 2025. DOI: https://doi.org/10.21727/rm.v15i2.4414

LEITE, Elaine Alves; PINTO, Sérgio Crespo Coelho da Silva; BRAZ, Ruth Maria Mariani. Análisis de la meta 4 del plan nacional de educación: estudios realizados em Mangaratiba - RJ. Reflexão e Ação, Santa Cruz do Sul, v. 30, n. 2, p. 196-211, 2022. Disponível em: http://educa.fcc.org.br/scielo.php?pid=S1982-99492022000200196&script=sci_abstract&tlng=es. Acesso em: 20 jul. 2025. DOI: https://doi.org/10.17058/rea.v30i2.17047

NOGUEIRA, R. W. Acesso à Justiça para pessoas com deficiência. Revista Consultor Jurídico, 30 nov. 2012. Disponível em: https://bit.ly/3EEb9hh. Acesso em: 20 jul. 2025.

PINHEIRAL. Lei nº 854, de 24 de junho de 2015. Plano Municipal de Educação. Pinheiral, RJ: Prefeitura Municipal, 2015. Disponível em: https://bit.ly/3eO8Qhn. Acesso em: 20 jul. 2025.

QEDU. Fundação Lemann. [S. l.], c2025. Disponível em: https://bit.ly/3z7G8kB. Acesso em: 20 jul. 2025.

SASSAKI, Romeu Kasumi. Inclusão: Acessibilidade no lazer, trabalho e educação. Revista Nacional de Reabilitação (Reação), São Paulo, ano 12, mar./abr. 2009.

SOUZA, Luciana Barbosa de et al. Educação Inclusiva e a meta 4 do PNE: a análise comparativa no município de Itaperuna-RJ. Caminhos da Educação: Diálogos, Culturas e Diversidades, [s. l.], v. 5, n. 1, p. 01-13, 2023. Disponível em: https://periodicos.ufpi.br/index.php/cedsd/article/view/2929. Acesso em: 20 jul. 2025. DOI: https://doi.org/10.26694/caedu.v5i1.2929

Downloads

Published

2026-02-19

How to Cite

Oliveira, A. F. de, Silva Junior, E. dos S., Barcellos, V. B., & Braz, R. M. M. (2026). MAPPING OF THE INCLUSIVE EDUCATION POLICY OF PINHEIRAL-RJ. Interdisciplinary Studies Journal, 8(1), 01–21. https://doi.org/10.56579/rei.v8i1.2540

Issue

Vol. 8 No. 1 (2026): INTERDISCIPLINARY STUDIES JOURNAL

Section

ARTICLES

License

Copyright (c) 2026 Interdisciplinary Studies Journal

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

The Journal of Interdisciplinary Studies adopts the Creative Commons Attribution 4.0 International License (CC BY 4.0), which allows for sharing and adapting the work, including for commercial purposes, provided proper attribution is given and the original publication in this journal is acknowledged.

Metrics