Acessibilidade e inclusão: uma análise documental de um Projeto Político Pedagógico (PPP) de uma escola estadual do município de Parintins

Abstract

This article aims to emphasize the importance of including people with disabilities (PWDs) in schools, focusing on access to education as outlined in the Brazilian Inclusion Law and the National Education Guidelines and Bases Law. The institutional document adopts a standardized model, highlighting the importance of access and inclusive participation of students. The study aimed to analyze how the inclusion of students with disabilities is addressed in the Pedagogical Project (PPP) of a state school in the municipality of Parintins. The process was developed in three main stages: reading the digital document, critical analysis to verify the information present in the document, and subsequently a public presentation to the academic community. During the document analysis, some essential information was found to be absent or insufficient, resulting in significant gaps. However, although the document points out some important aspects regarding inclusion and its relationship to educational practices and institutional organization, certain information related to school inclusion is still omitted. In summary, the PPP presents inclusive principles, but still needs to guarantee in-depth pedagogical practices that ensure the participation of students with disabilities. Therefore, through document analysis which identified a lack of important information, a field study is suggested at the school where the study was conducted. This would allow certain previously restricted information to be presented clearly and objectively, thus identifying possible areas for improvement. Furthermore, the PPP (Political-Pedagogical Project) needs to be adapted to the recent new regulations.