Navegando por Autor "MORI, Marina Pereira"

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    Implicações Políticas-pedagógicas de institucionalização de um Centro de Atendimento Educacional em Campo Mourão
    (Universidade Estadual do Paraná, 2026-03-11) MORI, Marina Pereira; SILVA, Ricardo Desidério; NEVES, Sandra Garcia; http://lattes.cnpq.br/2279705773059607; http://lattes.cnpq.br/0871407652290726; http://lattes.cnpq.br/1802987103398210; SILVA, Ricardo Desidério; NEVES, Sandra Garcia; BONDERZAN, Andreia Nakamura; BRANCO, Ana Paula Silva Cantarelli
    Special Education, historically marked by inequalities and exclusion, has advanced in recent decades in Brazil, especially after the promulgation of the 1988 Constitution of the Federative Republic of Brazil and the establishment of public policies aimed at school inclusion. In this context, the provision of Specialized Educational Assistance (SEA) constitutes a strategic component to ensure the right to quality education for students with special educational needs, promoting their effective participation in teaching and learning processes. This study with an area of concentration in Society and Development, in the research line Human Formation, Sociocultural Processes, and Institutions, discusses the need for the institutionalization of a Center for Specialized Educational Assistance (CSEA) in the municipality of Campo Mourão, based on the 1988 Constitution of the Federative Republic of Brazil and the Statute of the Child and Adolescent (ECA, 1990). The analysis is grounded in data related to the enrollment of Special Education students in the municipality and in a comparative study of the Political-Pedagogical Projects (PPPs) of CSEAs already established in the State of Paraná. From the perspective of Inclusive Education and in accordance with current legislation, it is argued that Specialized Educational Assistance, provided through CSEAs, constitutes a structured and necessary pedagogical alternative to meet the specific needs of Special Education students enrolled in Basic Education. The findings indicate that the pedagogical organization of CSEAs—public or private—must be aligned with the legal, political, and pedagogical frameworks that guide the implementation of inclusive educational systems. Based on the survey of enrollments in Multifunctional Resource Rooms in the municipality of Campo Mourão, it is evident that the establishment of a CSEA, with a multidisciplinary team, represents a necessary measure to ensure more adequate, effective, and inclusive pedagogical support for students with special educational needs.