EDUCACIÓN ESPECIAL INCLUSIVA EN LA RED MUNICIPAL DE JOÃO PESSOA: ANÁLISIS DOCUMENTAL DE LA ARTICULACIÓN ENTRE LA LEGISLACIÓN NACIONAL Y LAS NORMATIVAS MUNICIPALES

Abstract

This article analyzes the organization of Inclusive Special Education in the Municipal Education Network of João Pessoa, considering the principles of national legislation and local regulations. The study adopts a qualitative, descriptive, and documentary approach, based on official national documents (CF/1988, LDB No. 9,394/1996, Decrees No. 12,686/2025 and 12,773/2025, MEC Ordinance No. 421/2026, and PNE 2026) and municipal regulations (CME Resolution No. 001/2025 and Educational Guidelines of 2026). The results highlight conceptual and normative convergence between national frameworks and local guidelines regarding preferential provision in the regular education system, the target audience (students with disabilities, Autism Spectrum Disorder—ASD, and high abilities/giftedness), the complementary and supplementary nature of Specialized Educational Assistance—AEE (not contingent on a medical report or diagnosis), the guarantee of access, permanence, participation, and learning, the valorization of continuing education, and the provision of accessibility as a structural component of the inclusive educational system. However, challenges were identified in the practical implementation of these guidelines, particularly concerning the reorganization of services in light of an approximately 20% growth in Special Education student enrollments in 2026; the expansion of teacher training; the provision of human resources and accessibility conditions; and the systematic articulation between national policies, funding, and municipal implementation. The study concludes that the municipal network demonstrates formal alignment with national frameworks, but the full realization of inclusion remains conditioned on strengthening inter-institutional articulation, establishing goals and monitoring indicators, and guaranteeing resources that ensure quality AEE, multifunctional resource rooms, assistive technologies, and continuing education contextualized to the needs of schools.