SCHOOL INCLUSION IN MINAS GERAIS AND PARANÁ

DIFFERENT PATHS

Abstract

This study is an excerpt from a master’s degree research that analyzed the appropriation of the National Special Education Policy from the Perspective of Inclusive Education (PNEEPEI) by the Associations of Parents and Friends of the Exceptional (APAEs) in the states of Minas Gerais and Paraná. The focus of this section is the appropriation of PNEEPEI by the states of Minas Gerais and Paraná, aiming to present, through research and documentary analysis, the differences and similarities between both states and their impact on school inclusion. By tracing the trajectory of Special Education in Brazil, the study highlights the main subsidies that contributed to the construction of Special Education and school inclusion in the country. The study also discusses the importance of special classes and specialized institutions and the role of PNEEPEI in promoting school inclusion. Furthermore, the main challenges and advances observed in inclusive educational policies are addressed, especially in relation to the adequacy of PNEEPEI guidelines in each state. The results reveal that Minas Gerais has been more aligned with the guidelines proposed by PNEEPEI, seeking greater inclusion of students with disabilities in regular schools. In contrast, the state of Paraná is more dependent on specialized institutions, which, in some aspects, still distances the state from the advances proposed by PNEEPEI. This comparative analysis allows us to identify the distinct trajectories of each state and the challenges that still need to be overcome for effective school inclusion in the Brazilian context.