O processo de implantação da assessoria pedagógica da inclusão em Caxias do Sul/RS na Secretaria Municipal de Educação (1998-2004)

Abstract

This dissertation aims to investigate the implementation process of inclusion advisory in the municipality of Caxias do Sul, within the Municipal Department of Education (SMED), from the perspective of educational advisory, with the purpose of composing a historical narrative. The study's temporal scope spans from 1998, marked by a restructuring of the SMED, to 2004, the end of the administrative management period that promoted said implementation. Grounded in the Cultural History perspective, the research employs the methodology of historical document analysis and oral history. The theoretical and methodological framework draws from the contributions of authors such as Pesavento (2003), Burke (2008), and Chartier (1991, 2002a). Analyzed documents include reports located in both physical and digitized archives, found in the Municipal Education Council (CME). Additionally, the Pedagogical Magazine and the Citizen Education Journal from the Municipal Historical Archive João Spadari Adami (AHMJSA), reports from the SMED, and the Gazette of Caxias newspaper from the Memory Center of the City Council of Caxias do Sul (CMCVCXS) were scrutinized. National, State, and Municipal legislation (Municipal Organic Law and Resolutions) were also considered. The documents were cross-referenced with oral history narratives from four individuals involved in the Municipal Education Network (RME) of Caxias do Sul during the investigated period. The research, structured in five chapters, presents the history of inclusion in Caxias do Sul, legal milestones related to inclusion in the municipal education context, the implementation process of pedagogical advisories for inclusion, and their respective work. It is concluded that inclusion is an ongoing process today, prompting continuous investigation. The implementation of pedagogical advisories for inclusion in the SMED was influenced by the government's education plan during the period and the increased demand from schools for the inclusion process in the municipal network. [resumo fornecido pelo autor]