A Lei Brasileira de Inclusão e suas implicações no ambiente escolar, em articulação com a Lei nº 12.764/2012, para o atendimento de crianças com TEA em um CMEI de Teresina-PI

Abstract

This study analyzes the implications of implementing the Brazilian Law for the Inclusion of People with Disabilities (Law No. 13.146/2015), in conjunction with Law No. 12.764/2012, for the care of children with ASD in a CMEI (Municipal Center for Early Childhood Education) in Teresina-PI. The choice of the topic arose from the observation, during the internship, that the inclusion of children with ASD is not yet fully achieved in public institutions, due to a lack of resources, training, and understanding of the legislation. The general objective was to analyze the implications of implementing the Brazilian Law for the Inclusion of People with Disabilities (Law No. 13.146/2015) in conjunction with the provisions of Law No. 12.764/2012 for the care of children with Autism Spectrum Disorder in a CMEI in Teresina-PI. The research, with a qualitative approach, was characterized as descriptive and exploratory, using semi-structured interviews, observations, and document analysis to understand the institutional reality. The results showed that, although the professionals are aware of the existence of inclusive legislation, this knowledge is superficial and does not systematically guide pedagogical practices. It was identified that inclusion occurs in an improvised manner, without individualized planning, and that there is a scarcity of resources, specialized professionals, and continuing education. It was also found that the Early Childhood Education Center (CMEI) faces structural limitations that hinder the effective implementation of inclusion, resulting in a significant gap between what is stipulated by law and what is achieved in practice. It is concluded that the operationalization of inclusive legislation is not yet fully met by the institution, and that the objectives of inclusion are only partially achieved. The study reinforces the need for investment, continuing teacher training, and institutional organization so that the inclusion of children with ASD is fully realized, and may support future research related to the implementation of inclusion policies in early childhood education.