Clipping of news on Brazilian Culture, Law and Citizenship
09/25/2013
This article was translated by an automatic translation system, and was therefore not reviewed by people.
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Institution shows concern for possible funding cut and new PNE
One of the oldest institutions in the country serving people with disabilities , Apae ( Association of Parents and Friends of Exceptional Children) is concerned about the proposed new NAP ( National Education Plan ) , under final vote in Congress. Approved , and the bill will be the main guideline for the next ten years of Brazilian education .
The debate on how to provide the right to education for children and adolescents with disabilities , and if it should happen in the same classrooms for students without disabilities or institutions created for this purpose returned with the proposal of the PNE : Goal 4 of the plan establishes that one of the priorities of Education in Brazil in the next decade will be " universal , for the population of four to 17 years , school attendance for students with disabilities , pervasive developmental disorders and high ability or gifted in the regular school system ."
Besides the PNE , another bill in Congress worries Apaes that meet today , according to figures from the National Federation of the entity , about 240,000 disabled people in 2,140 units that operate independently , or integrated to the convening authority. A 2010 proposal by Senator Ceará José Pimentel ( PT) aims to cut the transfers of public funding for associations from 2016 , which would lead to the gradual end of the units . Various manifestations of teachers and leaders of the association in partnership with families of students have happened to prevent the project is approved .
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Deaf ask for changes in target PNE which deals with access to education for students with disabilities
Founded in 1954 , Apae supports maintaining what is already in the LDB ( Law of Directives and Bases of Education ) , which states that the education of students with disabilities should be " preferably " in the regular school system . Together serve approximately 240,000 people with disabilities .
In practice , this means the continuity of the hybrid model that exists today , ie , the coexistence of specific institutions for teaching disabled with the inclusion in classrooms with nondisabled students . The National Federation of Apaes calls " radical inclusivist " those who defend the original text of the PNE Goal 4 and asserts that mainstream schools are not able to receive students with a high degree of disability served by the institution.
" No word in the text preferably PNE , people with disabilities and their families lose their democratic right of choice . Have no way to choose a school where they want to study . The homogeneity is modeled discrimination. The heterogeneity allows the look to each specific , "the federation to the entry of the R7 .
" Radical Inclusion "
The federation also advises against what it considers to be a ' radical inclusion . " And it further states " against the proposal to end the special schools and against the elimination of the partnership that was built between the Government and civil society organizations over the years . Was this partnership that ensured the development of special education , modality institutionally organized education for the access, retention and successful school careers of students with disabilities , pervasive developmental disorders and high ability or giftedness . "
On the other hand, the very Apae of São Paulo welcomed the proposal of the PNE , since its schools are not separated from the structure of the municipality , but part of the regular school system . The institution in the state no longer has special schools , with a maximum of units financed .
Professor Eliane Luz Francisco Gomes , whose career is focused on experience with inclusion students, defends the new national plan . For her , the experience is positive in regular schools for children and adolescents with disabilities .
- Children relate very well with these colleagues without any prejudice . I've had a student with cerebral palsy who was a period with me and others in Apae . Each case is unique . They usually have more specialized monitoring when a case is more severe. The work of Apae is important , but today has changed a lot .
Working together
To the lawyer Claudia Grabois , Commissioner for Human Rights and Legal Aid ( CDHAJ ) OAB- RJ ( Order of Lawyers of Brazil in Rio de Janeiro ) , no institution should be discarded in the process of inclusion.
- You can not give up any institution. What must be done is to work together , is a collective construction .
The expert said the new PNE sentences not inclusive education institutions as private Apaes extinction, as is the project of Senator Pimentel . According to her , the plan defines only which institutions should receive priority public money to inclusive education , however, in no time , is considering the withdrawal of funding from private institutions .
- I do not see the target [ 4 ] as a goal that restricts rights , quite the contrary . But as a goal that is part of a process that extends this right [ to include ] . Time does not pass in my mind that these institutions may close .
* Collaborated Jessica Rodrigues , intern R7
Source : R7
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This article was translated by an automatic translation system, and was therefore not reviewed by people.