Inclusão de estudantes com deficiência nos colégios da polícia militar da Bahia

Abstract

The monographic work present called “Deficiency students inclusion in Military Police Schools of Bahia” aimed at investigating how the normative documents of Military Police Schools of Bahia approach the inclusion of deficiency students in this Institution. The research consisted, therefore, in a document analysis developed from a qualitative approach. To survey, to collect and analyze institutional documents, a search was made on the website of the Institution of the Internal Regiment and the Political Pedagogical Projects with the objective of analyzing the inclusion policy of deficiency students, as well as the pedagogical guidelines provided to enable such inclusion, in addition to reflecting on whether the military norms foreseen in the texts represent barriers to the inclusion of students with disabilities in the Military Police Colleges of Bahia (CPM's-BA).The analysis was based on studies already carried out on the theme raised through a systematic review of the academic production available at the Bank of Thesis and Dissertations of Capes. The results of this study demonstrate that, although there are no explicit policies for the inclusion of deficiency students in the analyzed institutional documents, there are data that can signal to perspectives about the present theme, since these institutional norms are based on laws and resolutions of scope national and state, drawn from the inclusive paradigm. Thus, it was verified the need for changes in said normative documents so that the proposal of Inclusive Education is made feasible in the CPM's-BA. Finally, it was verified that the military instructions and norms present in the analyzed documents can constitute barriers for the inclusion of students with disabilities in the CPM's-BA, such as the requirement of physical conditioning with the objective of stimulating the student to enter the academy of the Military Police of Bahia. Given the above, it was possible to conclude that the normative institutional documents of the investigated school need to move towards the explicit prediction of the inclusion of deficiency students.