AMAPÁ AMAZON AND SCHOOL INCLUSION: CHALLENGES AND PERSPECTIVES OF STUDENTS WHO ARE THE TARGET AUDIENCE OF SPECIAL EDUCATION IN FULL-TIME SCHOOLS

Abstract

This study investigated the application of school inclusion policies for students who are the target audience of special education in full-time schools in the Amapá Amazon, highlighting the main facilitators and barriers in this process. The research method is based on documentary research from primary sources, in a qualitative approach, focusing on the public policies available in the State Department of Education (SEED) of Amapá. The data sources of this study included various documents, such as Pedagogical Plans, specialized educational service (SES) reports, guidelines and public policies implemented by SEED-AP, as well as reports and questionnaires available at the SEED-AP full-time school implementation management. Data collection involved three stages: identification of documents on inclusion in full-time schools, access through requests and public platforms, and qualitative and quantitative analysis with descriptive statistics to summarize the information. The results indicate that, despite advances in public policies, the implementation of school inclusion faces significant challenges, such as the lack of adequate infrastructure, the scarcity of trained professionals and the absence of formal diagnoses on architectural barriers. In addition, inequality in the distribution of resources accentuates regional disparities, limiting access to inclusive education in more isolated areas. It is concluded that, in order to achieve full and effective inclusion, it is necessary to strengthen the continuous training of professionals, improve the infrastructure of schools and promote an equitable distribution of resources. The research suggests the replication of effective inclusive practices identified in schools that stand out in the region.